THE SUMY SCHOOL 

DHDER SCIENTIFIC MANAGEMENT 



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COPYRIGHT DEPOSIT. 



THE SUNDAY SCHOOL 

UNDER SCIENTIFIC 

MANAGEMENT 



TO 

A. B. H. D. 



THE SUNDAY SCHOOL 

UNDER 

SCIENTIFIC MANAGEMENT 



BY ERNEST J. DENNEN 



With Introduction by 

WILLIAM E. GARDNER 

General Secretary of the General Board 
of Religious Education 



MILWAUKEE 

THE YOUNG CHURCHMAN CO. 

1914 



4^° 



COPYRIGHT BY 

THE YOUNG CHURCHMAN CO. 
1914 



MAY 12 1914 

©CI.A374057 



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CONTENTS 

PAGE 

Introduction Rev. Wm. E. Gardner vii 

Preface ix 

I. — Purpose 1 

II. — Preparation 13 

III. — Equipment 26 

IV. — Administration 40 

V. — Method 53 

VI. — Unification 71 

VII. — Conservation 97 

VIII.— -Product 129 



INTRODUCTORY NOTE 

In the emphasis upon the science and art of edu- 
cation, the Sunday school is receiving an ever increas- 
ing attention. Throughout the Church, capable and 
earnest leaders are making intensive studies, and 
within the next few years we shall see a literature on 
Religious Education that will be the outgrowth of 
new points of view, and new methods. 

"The Sunday School under Scientific Manage- 
ment," by Mr. Dennen, marks a new day in the con- 
sideration of the administration of the Church School. 
The material is the outgrowth of the administrative 
experience of Mr. Dennen, who has demonstrated in 
his own Sunday School the principles which are set 
forth in the book. 

ISTo rector, superintendent, or Sunday School 
leader can read this book without gaining a new idea 
of the dignity and reach of the Sunday school task. 

William E. Gardner. 
General Secretary of the General Board of Religious 
Education. 



PREFACE 

The material contained in these pages was dic- 
tated by the author, typewritten, and then delivered 
as a course of six lectures: first, to a class at the 
Cambridge School for Church Workers in July, 
1912; then, in amplified form, to a class at the 
Massachusetts Diocesan Training School for Sunday 
School Teachers. 

The author does not deal here with theories, but 
with actual facts, as they have been worked out in 
experience. If there is any value in what he has 
written, it lies in what the facts as stated reveal. 

St. Stephens Rectory, E. J. D. 

Lynn, Massachusetts, April 1, 191Jf. 



CHAPTER I 
Purpose 

L INTRODUCTORY 

In order to discuss intelligently and to the point 
the scientific management of the Sunday School, it 
is necessary to set clearly before our minds what the 
purpose of the Sunday School is, since there is room 
for a wide divergence of opinion on this subject. 
The first chapter, therefore, will have to do with the 
task of setting forth at some length what the pur- 
pose of the Sunday School is. 

It is not unfair to say that there are two kinds of 

Sunday Schools which have place in the educational 

activity of parochial life. And 

Su^da" Schools a11 the Sunda y Schools of the 
Church may be grouped into 

these two classes, for all Sunday Schools aim to do 
either one or the other of the tasks attributed respec- 
tively to the two kinds, which are: first, The School 
of Influence; second, The School of Information. 

II. THE SCHOOL OF INFLUENCE 

The idea underlying this school is, as the name 
suggests, to influence the pupils by bringing to bear 



2 PURPOSE 

upon them the personal influ- 
The Good Teacher ence of a teacher in whose 
and the Good Pupil hands is the Bible, and in whose 

heart is the love of God. It has 
been said, over and over again, that these two re- 
quirements are the all-essential for good work. The 
method pre-supposes a situation with the good teacher 
on one side, and the receptive pupil on the other. 
The relative positions of these two suggest a large, 
lighted torch in the hands of a bearer, with other, 
smaller torches grouped about the larger one, to 
catch its flame and light. 

The foundation of such a school is built on per- 
sonal regard, and such relations as may be created to 

_. _ _, A . bring teacher and pupils to- 

The Foundation b P 

gether. These are of two 

classes: relations outside of the school, and relations 
inside of the school. Outside of the school the 
teacher aims at acquaintance with the pupil in a 
natural way, and seeks opportunity to cultivate com- 
panionship by such means as sports, parties, picnics, 
walks, and so on. In other words, the teacher as- 
sumes that the influence must touch, not only the 
life of the child in the Sunday School, but the life 
of the child outside, in order that the influence in 
the Sunday School may be the more telling. 

Inside of the school, the teacher, apart from the 
power of her personality, exercises ingenuity to com- 
mand attention, and appeals to the sense of chivalry 



THE SCHOOL OF INFLUENCE 3 

or admiration in boys or girls, to open the way for 
her power to enter in and find lodgment in the 
pupil's mind. The all-important factor is, naturally, 
the love for boys and girls that such a teacher may 
possess, along with a transparent sincerity and earn- 
estness in communicating to them, through her own 
personality, a love for God. 

Admirable as this sort of work is, it, nevertheless, 
swings clear of all vital connection with the school, 

as such. The teacher is en- 
No Connection ... . 

with the School S a § ed m a misslonar y em- 
prise, her field is her own class, 

and she is the sole missionary. She is a law unto 
herself, and the aim is the particular interest which 
animates her work. She has no conception of the 
principle of unity. Her method of instruction is of 
her own devising, and quite independent of any 
order observed in the school as a whole. She remains 
with her class year after year, taking the members 
as young boys or girls, and staying with them until 
they are too big, as they suppose, to continue longer 
in Sunday School. Not being committed to an or- 
derly course of study, she takes up what she chooses, 
and what in her judgment seems best. The prob- 
ability is that she will cover a very wide field in the 
course of her teaching. Some of it may be done well 
— some of it may be done very badly. 

We have in such an arrangement a striking ex- 



4 PURPOSE 

ample of waste; for the graded public school system 
has elaborated, for all educa- 

rmcip es o tional purposes, a scheme that 

Education r r 

Disregarded cannot be set at naught without 

loss. In this scheme we find 
organization and unity. We find rank. We find 
progression. We find development in material used 
for subject matter, and we find adaptation of matter 
to the pupil. The public school hangs together. 
It is a unit. The school of influence has no unity. 
It ignores completely the principle of solidarity. The 
school has no plans that relate themselves to other 
plans. Its instruction is unrelated to other classes. 
Taken as a whole, the classes form a conglomerate 
mass, each one no doubt doing service of more or less 
value, but all lacking the strength that unity and 
regard for common educational principles would 
bestow. 

III. THE SCHOOL OF INFORMATION 

Obviously, the idea underlying the plan of such 
a school is to impart information in a systematic, 
orderly, and progressive manner. 

Such a school is alert to catch the suggestion 

that comes from modern methods, and modern 

means. It has before it all the 
Educational Method , . ,, . -, , „ . . 

,_ . . . time the ideal 01 giving m- 

Emphasized fe & 

formation, not only to the class, 
but to the school as a whole, the classes being re- 
garded as units related one to the other, and the 



THE SCHOOL OF INFORMATION 5 

courses being so adjusted as to make the instruction 
of the lower grades preparatory for the fuller knowl- 
edge of the higher grades. The School of Informa- 
tion looks with admiration upon the public school, 
and, wherever possible, makes such adaptation from 
the public school as will facilitate the work of in- 
struction, and direct the work of instruction, and 
make effective the work of instruction. Even such 
a matter as the arrangement of the year into terms 
and vacations is regarded with favor, and in many 
cases serves as a standard for the arrangement of 
the year's activity. 

Influence, as a creative force in the lives of 
pupils, is not set at naught. It is used, but only 
as one of many factors contributing to the develop- 
ment of the pupiPs mind and spirit. The School of 
Information includes influence, even builds upon it 
with the result that the character of the structure 
becomes more enduring, and more capable of stand- 
ing the storms that have to be met in later life by 
each individual alone. 

IV. THE PURPOSE OF THE SCHOOL IS TO TRAIN 

Impression, if it be right, is good so far as it 
goes, but impression must be deepened and fixed if 
it is to remain, and if it is to contribute to strength 
and development. Influence may give the initial 
impulse to impression; training in knowledge rounds 
it out, and establishes it as a working force. So 
it is clear that our aim must be to impart knowl- 



6 PURPOSE 

edge, to verify and make serviceable all that im- 
pression, through influence, has to bestow: knowl- 
edge of the Bible, first of all, as the great Source 
Book of life's values; knowledge of the Church, as 
the institution by which the forces of good become 
organized and operative under the leadership of the 
Holy Spirit, the Sacraments, and the Ministry; 
knowledge of worship, as the explanation of man's 
endeavor to come into close and orderly communion 
with the Source of all good ; knowledge of the history 
of the Church, as the record of the way that God has 
used the Sacraments and the Ministry to bestow 
strength upon His people, and give them guidance; 
knowledge of Missions, as the story of great men 
committed to great tasks in the service of Christ. 
These subjects simplified, amplified, arranged, 
graded, adjusted one to the other in some sort of 
logical order, constitute the educational material 
with which the School of Information has to do — 
the conviction being always that information of this 
sort carries with it a certain inherent power to seize, 
to shape, and to direct the forces that make for the 
up-building of character. If influence has within it 
a power to train, information, joined with influence, 
has a greater power to train the life of the growing 
boy or girl. 

V. THE SCHOOL OF INFORMATION 
IMPLIES A PLAN 

Such a plan cannot very well come as the result 
of mere deliberation, even though analysis and syn- 



NECESSITY OF UNDERLYING PLAN 7 

thesis be rigidly applied for the purpose of building 
up an educational system that will work. Manifestly, 
one has to start with a plan which will be, as a 
matter of necessity, experimental, and possibly ele- 
mentary; but, as time goes on and the light of ex- 
perience falls upon the method adopted, it is seen 
how the plan can be improved, enlarged, and made 
adaptable to changing situations or particular needs. 
Beginning with a simple organization, with the 
idea of imparting information underlying it and 
abiding with it, it is possible 

WorkecTout b ^ care and attention > and b Y 

the use of knowledge gained 

through experience, to shape a school into a very 
effective, organized, working educational unit. And 
that, I take it, should be the underlying purpose in 
the minds of all who are attempting seriously to plan 
for the religious training of the young. It is im- 
possible to get the plan ready-made. It is impossible 
to find any royal road that leads to it. It must be 
worked out, so that all the elements peculiar to the 
situation in which one works may be recognized and 
given due consideration. Year after year changes 
will of necessity be made, because the advance of any 
growing institution lays new requirements upon that 
institution. And one's plan, therefore, for the school 
that aims to give information, will make room for 
an unceasing process of adaptation of means to ends. 



8 PURPOSE 

VI. THE PLAN MUST RECOGNIZE THE 
PRINCIPLE OF PROGRESSION 

This is only saying that an organization that has 
life progresses. Standards and methods and means 
of one decade will be very greatly improved upon by 
the standards and ways and means of another dec- 
ade, provided always that the supervising head 
keeps in touch with the spirit of the time, and, more 
particularly, with the spirit of educational move- 
ments as expressed in religious work. 

This principle of progression may be spoken of 

as the dynamic of Sunday School education ; for it is 

the force which brings to the 

. ~ C . yn * m . ,c . service of a great cause the last 
of Sunday School 

Education anc ^ mos t telling word spoken 

on the subject of how the inter- 
ests of that great cause can best be served. In the 
school, progression expresses itself by the ordinary 
grade formation of the school, and by the promo- 
tion of pupils from one grade to the next, as the 
years close. Herein lies the visible recognition of 
that inner principle which animates and directs the 
institution as a whole. And while, from one point 
of view, this principle of progress may be little more 
than indicated by the scheme of promotion, it is, 
nevertheless, there, and is more fully testified to by 
growth in knowledge which the pupil makes as he 
is moved forward from grade to grade. 

Not only is the principle of progress a determin- 



THE PRINCIPLE OF PROGRESS 9 

ing factor in the life of a school as a whole; it is, 
also, a determining factor in 
the life of the pupil. Put be- 
fore a boy or girl the chance of moving on because 
the right to move on has been earned, and because 
the earning of that right means the enlarging of 
one's knowledge, and there is an incentive to regu- 
larity of attendance, since every recitation counts in 
the final result. There is an incentive, also, to work, 
because the work done receives the reward of a cer- 
tain value assigned to it, which establishes the pupil's 
right to progress in the school. Manifestly, the pupil 
does not think it out in this way, but, nevertheless, 
that is what is happening all the time, with the re- 
sult that, when the principle of progress is operative, 
a school shakes down into a most substantial and 
wholesome sense of its importance and dignity. 

VII. THE PURPOSE IS TO HAVE A REAL SCHOOL 

And this real school will make use of every agent 
within reach that will minister to the building up of 
knowledge, that will, in turn, serve as a power, that 
will make for disciplined character. 

There are four notes that must be struck, if our 

School of Information is to have the right ring. 

Teachers are not primarily in 

Teachers Trained ,, . -. £ ., £ 

. _ . the school lor the purpose 01 

influencing a small group of 

boys and girls by personal power, and by sweetness 



10 PURPOSE 

of Christian character, and by the appealing power 
of moral lessons that may be drawn. The teacher is 
in the school to teach, by every means at her com- 
mand. If her personality is charming, well and 
good. If her fund of knowledge is extensive, so 
much the better. If her ability to enforce discipline 
is unusual, better yet. If she can reach the boys and 
girls of the class, outside as well as in, still better; 
but ahead of all, and back of all, she must be a 
trained teacher — that is the first requirement. She 
ought to know, from a psychological point of view, 
the mind with which she deals, and she ought to 
know, from a pedagogical point of view, the method 
by which the knowledge she has can be best im- 
parted to the particular kind of mind with which 
she has to deal. We are talking about the School of 
Information as the school we propose to build up, 
and in this School of Information we must have the 
teacher who is wise and informed. 

Just as the public schools found it necessary, in 

order to get the best results in the task of imparting 

knowledge, to have school 

. . ° A °.° J . -^ 00rr L. houses and rooms especially ar- 
Adapted to Teaching L J 

ranged, so it becomes necessary 

for the Sunday Schools, if they would derive the best 

results from their work, to have rooms, or, better 

still, buildings, that are adapted for the particular 

purpose they are to serve. The day is past when a 

group of boys or girls can meet together in one single 



PUPILS COME TO LEARN 11 

room, ungraded and ungoverned, for instruction that 

can be given with anything like satisfaction on the 

part of the teacher, or with benefit on the part of the 

pupil. The note for a better school room strikes the 

second note in the need of a real school. 

With a teacher to teach, and with a place in which 

to teach, it only remains to bring together the pupils 

^ ., L %A , , to be taught, and, by every 
Pupils at Work , -, , 

means at our command, to 

instill into the minds of boys and girls the idea 
that they come to learn. Such wise and repressive 
measures must be brought to bear upon their spirit 
of fun and disorder as will quell, in course of time, 
every impulse that is hostile to the fundamental pur- 
pose which the school is endeavoring to fulfil. Over 
and over again it must be said, "You are here to 
learn, and it is our purpose by every means at our 
command to see that you learn." And this purpose, 
adopted on the part of the pupil, strikes the third 
note in the need of a real school. 

Finally, our purpose will be fulfilled if we are able 
to present a course of study so constructed, and so 

adapted, as to interest and hold 
Course of Study 

the pupils who are to follow it. 

This means subjects treated with reference to the age 
of the pupils. It means matter attractively printed 
and presented, and well illustrated. It means care 
and study in selecting material to be used. And 
when this care is exerted, with the result that the 



12 PURPOSE 

courses for the various years come with some power 
to appeal, we are able to strike a fourth note in the 
need of a real school. 

VIII. THE REAL SCHOOL THE SUBJECT 
OF TREATMENT 

It will be seen, from what has now been said, 
that it is not our purpose to deal with the School of 
Influence merely, but to deal with the School of In- 
formation, making use of influence wherever possible, 
yet not depending upon it for results. We are after 
knowledge, and we are to have in mind, in what fol- 
lows, the employment of such means and methods as 
will further the efficiency of the real school. Such 
a school stands out squarely and firmly for the im- 
parting of information, which itself is endowed with 
power to help and train the inner life of the pupil, 
and to result in a disciplined character, made opera- 
tive in the life of Christian men and women. 



CHAPTER II 
Preparation 

I. A THREEFOLD REQUIREMENT 

Every Sunday School, that takes itself seriously, 
finds resting upon it a three-fold requirement. It 
must have a place to meet, and this leads to the sub- 
ject of preparing a place in which the sessions are to 
be held. 

It must have work to do, and this introduces the 
subject of assembling the working forces. 

It must have a scheme to follow, and this intro- 
duces the subject of outlining schedules. 

II. PREPARING A PLACE 

The day is rapidly passing by that tolerates, for 
Sunday School purposes, a room or building that 
is of no use for anything else. Schools are rapidly 
tending in the direction of claiming for their pur- 
poses the best that can be had, and away from the 
time-honored custom of taking passively, and without 
protest, whatever happens to be available. If the work 
which the Sunday School is attempting to do is worth 
anything educationally and morally, it ought to re- 
ceive as accessory to the accomplishment of its task, 



14 PREPARATION 

housing conditions such as are suited to the work of 

imparting instruction to a large number of more or 

less restless boys and girls. 

It goes without saying, however, that for some 

time to come parishes will be forced to use what is 

available in the basement of the 
Using What n , •. , . -.. . . ,, 

Yo Have Church, in rooms adjoining the 

Church, or in the Parish House. 
The custom has so long obtained of submitting 
meekly to the tyranny of conditions as they are, that 
considerable time must elapse before any movement 
can get under way that will make for the improve- 
ment of conditions in the housing of the school. 
Still, even though we are forced to make this con- 
cession, it is well to have in mind the ideal that is 
before us, and assert it as often as we can, in order 
that the impulse toward better things may gather 
strength as it moves on down the line of Sunday 
School progress. 

However, even though we are obliged largely to 
put up with conditions as they are, it is, nevertheless, 

„ , . ■ A . possible to introduce even now 

Making Adaptations f. ,. .__ . 

changes that will make for con- 
venience and efficiency. Possibly the large basement 
or hall connected with the Church or Parish House 
may be so arranged that parts of either one, or both, 
can be used for different departments of the school, 
and surely we do not need to have a new building 
in order to find room for fixtures that are quite es- 
sential to good work. The Primary Department 



CLASS ROOMS 15 

needs a piano, likewise the Kindergarten. Tables 
are necessary for all classes, also chairs and black- 
boards. These can be added without any very ex- 
tensive alterations in the room or rooms that are 
already at the disposal of the school, and thus the 
efficiency of the school building will be materially 
increased. 

If it is possible to make further divisions in the 
room at the disposal of the Sunday School, these can 

be accomplished by the use of 
Method of r , . f. ,. -. 

Making Adaptations screens > made for the Particular 

purpose that they are to serve. 
They need not be expensive, for they are simple in 
construction, and the material needed can be bought 
at a comparatively low price. It is not necessary to 
give details on this point, because screens used to 
divide a room into compartments would vary in ac- 
cordance with the space possibilities. But perhaps 
the most satisfactory method of partitioning a large 
room, in such a manner as to yield practically a large 
number of class rooms, is by the use of curtains 
strung on wires. These curtains may be so placed 
that the plan, when complete, is not unlike that of 
a sleeping car in arrangement. Longitudinal and 
transverse wires are firmly and tightly strung, by 
men whose business it is to do such work (telephone 
and telegraph men), and from the wires curtains 
are hung in such a manner as to allow of their being 
drawn backward and forward, or even to allow of 
their being removed altogether, if it is necessary to 



16 PREPARATION 

clear the room to make the entire space available 
temporarily for some other purpose. This arrange- 
ment does not interfere with ventilation, and it does 
not interfere with lighting, especially if the compart- 
ments are so arranged as to include, in each one, part 
at least of a window, and part, also, of a chandelier, 
either electric or gas, for dark days. 

Another method, more expensive, and in some 
ways more satisfactory, is that of using sliding parti- 
tions that work, not up and down, but sidewise. 
The great objection to this plan is that these parti- 
tions are likely to get out of order easily; and they 
are, furthermore, very noisy in operation. But every 
Sunday School room can be greatly improved upon 
by the exercise of a little ingenuity, and by some lit- 
tle outlay, perhaps $100 more or less, so that as a 
result the educational work of the school will be 
greatly furthered. 

But the ideal is a Sunday School built to order — 

a combination Parish House and Sunday School 

building: a Parish House so 
Building de novo ° 

built that it can serve the pur- 
pose of the various organizations in the parish on 
weekdays, and on Sundays the various departments 
and classes of the school. 

A plan, known as the "Akron" plan, marks the 
first decided step in the construction of buildings 
especially planned for Sunday School purposes. This 
sort of building provides for an auditorium, round 
and opening into which, a large number of class 



SPECIAL SCHOOL BUILDINGS 17 

rooms are arranged, the seats in the auditorium 
proper being capable of such arrangement that groups 
of pupils with their teachers can easily be set apart. 
While this plan is an improvement, it does not go far 
enough. If any department of the school needs class 
rooms, manifestly all departments need class rooms. 
Some may be smaller than others, since in the 
primary department group-teaching in one large 
room is ample for a large number of pupils; but in 
the upper grades, all through the Junior and Senior, 
or — to use day-school terminology — all through the 
Grammar and High School Departments, there is 
manifest need for individual rooms. The larger they 
are, and the more pupils they accommodate, the 
easier it becomes to reduce the teaching staff to a 
smaller number of specially qualified and trained 
teachers, capable of handling a large number of 
pupils well. The smaller the rooms, the more neces- 
sary it becomes to increase the corps of teachers, and 
to accept on the staff, as teachers, persons who can 
handle only a small group of pupils. In the new 
building there ought to be an auditorium which can 
also be the Parish hall, where graduations and enter- 
tainments, which are the natural outgrowth of school 
activity, can be held. It is possible to use such a hall 
to very good advantage, also, for weekly recitations. 
The Primary Department could use a Parish hall 
very well on Sunday, while on weekdays it would 



18 PREPARATION 

naturally be used for various purposes incident to the 
work of the organized activity of the parish. No 
one has as yet, however, designed a model Sunday 
School building, though progress in this direction 
has been very marked within the last ten years, and 
illustrations of what has been done are brought to- 
gether in the Eev. William Walter Smith's new book, 
"The Sunday School of To-day," page 33 et seq. 

The housing problem is an important problem. 
It stands at the very threshold of the work of reli- 
gious education, and must in the future receive more 
attention than in the past, if Sunday School work is 
to improve as it ought. 

III. ASSEMBLING THE WORKING UNITS 

Other things being equal, it is better for a school 
to develop its need for improved housing conditions, 
than for emphasis to be placed upon good housing 
conditions as prerequisites for a good school. Any 
institution that has within it the principle of unfold- 
ing life, will naturally modify its environment. The 
progressive school will naturally tend towards the 
creation of a good school building. But the school 
building, as such, is only one of the working units. 

For the purpose of furthering the work of what 

is, in these lectures, assumed, namely, the work of 

the graded school, preparation 
Graded School ^^ deal ^ ded matter 

Assumed ° 

and graded classes. The old 



CHANGING FROM OLD METHODS TO NEW 19 

order of an ungraded mass is rapidly yielding to a 
plan generally admitted to be the only adequate plan 
— that of instruction based upon a well-ordered cur- 
riculum. 

In many cases the question arises as to how this 

change can be brought about. Teachers and officers 

are wedded to old methods. 

-. . . .. .. Thev have followed them for a 

Old to the New J 

good many years; they were 

good enough for them, they ought to be good enough 

for their children. It comes about that the obstacle 

of conservatism is to be overcome, if the change is 

to be successfully launched. 

The man who makes the change, be he Eector or 

Superintendent, must be able to inspire his teachers 

and officers with confidence. 
Steps Necessary 

He must be able to make them 

feel that he knows exactly what he wants them to do, 

and that his task cannot be accomplished without 

the full and hearty cooperation of his co-laborers. 

He will take pains to explain minutely the nature 

of the proposed changes, and how they will minister 

to the improvement and ultimate welfare of the 

school. He will appeal to the workers' loyalty, and 

show them that only by rising in a body to the new 

vision can the new adjustment be made. And when 

the time comes for data to be gathered, necessary for 

the re-arrangement of pupils into departments and 



20 PREPARATION 

grades, he will have a blank form printed, providing 
spaces for information on the following subjects: 

Full name of pupil. 

Date of birth, — day, month, and year. 

Grade in day school. 

Eesidence. 

Names of parents. 

To all the teachers these blanks will be supplied, 
and they will be asked to fill in the information called 
for. Then he will announce to the entire school, 
that, beginning the following autumn, the school will 
start on a graded basis ; that the teachers and officers 
have gladly given their consent. He will express the 
hope that the pupils will be equally happy over this 
new arrangement, which will place in small classes 
boys and girls whose grades will be those in which 
the day school places them. Thus he will create en- 
thusiasm for the new plan. But, even so, there will 
be some to object, and these must be dealt with, and 
appealed to individually, until they can see the wis- 
dom of accepting with others the new order that is to 
be instituted. 

Then, during the summer, the superintendent will 
be busy, arranging his teachers and his classes, and 
assigning teachers for the new work that is to be 
undertaken in the autumn. 

This plan may be met with violent disapproval 
on the part of some of the old and faithful teachers. 



TEACHEES AND OFFICERS 21 

They can see in it no good, and, 
rather than submit to the 
tyranny of it, they will give up altogether and retire. 
It is necessary, therefore, to enlist recruits from 
among the younger members of the parish, and, if 
possible, to draw upon the corps of day school teach- 
ers that is to be found in almost every parish, for 
helpers to start with. Men are needed and women 
are needed, who, seeing an opportunity for service, 
and admitting frankly their responsibility, will take 
pains to prepare themselves for the work which they 
have by personal interview been called upon to un- 
dertake. The one thing that ought to be avoided, in 
recruiting new teachers, is the plan of making a gen- 
eral appeal from the pulpit or chancel. 

Most schools, even those that are amply provided 
with teachers, are likely to be weak on the executive 
side. Officers are either too few 
in number, or else they are too 
poorly equipped, to do their work well. Pains, there- 
fore, must be taken to select for treasurer a man who 
keeps his accounts, and who has them audited, who 
is scrupulous in the discharge of every duty con- 
nected with his office, who pays his bills on time, and 
sends in annually a report of receipts and expendi- 
tures. He must be a man who is willing to take time 
to care for the method of giving by means of duplex 
envelopes, especially printed for the use of the school. 
It may not be necessary for him to do all the work ; 
in this case, he will be responsible for an assistant, 



22 PREPARATION 

who will weekly count the money and credit each 
pupil with the amount received each week, in a book 
specially prepared for that particular task. 

There will be an enrolment secretary who looks 
after new pupils. He has a desk and chair, where 
he can write and take quickly the information asked 
of all. Such information consists of the pupil's 
name, the parents' names, date of birth, and so on. 
The cards are preserved— kept on file. The enrol- 
ment officer should see that this work is done. 

A custodian of material is a most useful officer. 
It is his part to see that the maps are in place every 
Sunday, and that the box containing the teacher's 
tools is ready for use when the session begins, and 
that everything which is used in the school is kept 
in sufficient stock to supply any particular need that 
may suddenly arise. If the school has a library, a 
good librarian is necessary. 

But of all the officers who are important, the one 
who takes care of the records, and keeps the clerical 
end of the school's work up to date, is the most im- 
portant. The volume of this work naturally varies 
with the size of the school. In a large school, it will 
take, on an average, two days a week for such a per- 
son to keep the clerical part of the school work in 
proper running order. This officer may be a volun- 
teer officer, or she may be paid. In either case, she 
must be one who is wise and tireless in taking pains. 



SCHEDULES OF WORK 23 

IV. PREPARING THE SCHEDULE 

We have now spoken of our housing conditions, 
of our graded curriculum, of our teachers, and of 
our officers as working units in the school that seeks 
to impart information. We now come to the subject 
of schedule. 

The superintendent must have clearly in mind 

the fact that he is at the head of his Sunday School, 

and responsible, not only there- 
Running Order * «. * 

ior, but also tor the course 01 

study which the school is to follow, and the particu- 
lar work that it is striving to do in the respective 
grades and classes. He ought to have in his office a 
schedule, which outlines for every term the work of 
every class. These outlines ought to be placed in the 
hands of every teacher at the beginning of every 
term, so that she may know exactly what her lessons 
are to be, what her text book is, and what her refer- 
ence books are. He plans out the order for the term. 
He plans out the order for the year, likewise. He 
makes provision for examination, for the close of one 
term, for the beginning of another, for the sending 
out of report cards, and everything that is incident 
to the running of a well-adjusted organization. He 
sees that the school's work is brought to a proper 
conclusion at the end of the year, with honors 
awarded for scholarship and attendance, with promo- 
tion cards properly made out and signed, with Com- 



24 PREPARATION 

mencement exercises arranged with care, and executed 
with a certain degree of impressiveness. At Christ- 
mas he provides for an elaborate celebration, that 
touches the religious and the social and the mis- 
sionary interests. And at the end of the year he 
closes the season with a picnic. This is all more or 
less a matter of schedule. Being methodical, he 
allows nothing to happen by chance. The progress 
of the work of the year is a natural unfolding of a 
well-conceived plan, and, knowing his plan, he knows 
at every moment exactly where the school stands. 
The school, in other words, is in his grasp. 

V. NAMING THE SCHOOL 

In the work of preparation for a profitable career 
as a school, the superintendent will give some thought 
to the name by which the school is to be called. 

If he is careless, he will allow the school to be 
called, as it often is called, by a false name. It may 
be spoken of as the Sabbath School, and that word 
may be actually used in printed references to it. Or, 
he may allow the use of that more or less colorless 
expression — Sunday School — which has associated 
with it impressions that are far too often repellent, 
rather than attractive. If he is wise, he will break 
away from the old terminology, and call the school 
by a name that it deserves. It is a school, it is a 
school connected with the Church, and maintained 
by the Church. He will call it the "Church School." 



READINESS TO BEGIN 25 

VI. EVERYTHING IN READINESS 

And in the autumn, when the Church School be- 
gins its career as a graded Church School, all points 
pertaining thereto will have been so carefully thought 
out, and all parts so carefully meshed in, that effi- 
ciency will be sure to result. 

The opening day will be successful. Teachers will 
be provided for every class, with the work clearly out- 
lined before them, so that the 

Teachers for ., ni , „ ,, 

. C| pupils will know trom the very 

start how the school is headed, 

what it is going to do, and how it is going to do it. 

The officers will be at their posts. Their work 

will have been carefully explained to them before- 

^. hand, and they will take it up as 

0ff,cers • 4 11 i i a 

men possessing full knowledge 

of what they are to do, and keen to meet their tasks. 

All material necessary for the actual work of 

teachers and pupils will be ready for distribution. 

.- . . . ,, . Different books for different 
Material on Hand 

grades, and for classes in the 

grades, will be apportioned. Envelopes for the year's 
offering will be ready for distribution. And the 
pupils will return home, as they return home from 
their clay school, in possession of what is needed to 
help them in their work. 

It is a great thing to make a good start, and to 
make a good impression at the start, and this can 

A Good Start be done onl ^ b ^ bein £ P re P ared 

when the start is made. 



CHAPTER III 
Equipment 

I. EQUIPMENT IN GENERAL 

It is just as reasonable to suppose that a car- 
penter can build a house without tools, as it is to 
suppose that a Church School can do its best work 
without equipment. This word stands for such ac- 
cessories as are needful in organizing, maintaining, 
and developing the work, and the routine of the 
Church School. 

It may be said, possibly, that sometimes alto- 
gether too much emphasis is placed on this side of 
the work. It is pointed out, 

_ . . not infrequently, that excellent 

Equipment 1 J > 

work can be done with very in- 
ferior or very few tools, and that frequently the best 
workmen are those equipped with limited appliances 
for use in the doing of their work. Undoubtedly, 
there is a truth here, but that truth has had ample 
and prolonged application in Church School work, 
with the result that the assumption underlying it all 
has not been strikingly demonstrated as true. The 
fact is, that schools generally have attempted to do 
their work with altogether too little attention paid to 



THE QUESTION OF EQUIPMENT 27 

the means which come in as auxiliaries to the ac- 
complishing of the purpose of the school. 

The time has come, therefore, when we may even 

run into danger of going to the other extreme, and 

of putting in our schools too 
Too Much . 

_ . much equipment. lhis, how- 

Equipment 1 L y 

ever, is a danger that exists in 
theory rather than in fact, since the limited treas- 
uries of most Church Schools lay wholesome restric- 
tions upon any very great extravagance in the equip- 
ment deemed necessary for efficient school work. 
Nevertheless, the feeling ought to be strong that the 
time has come when the school must have more tools, 
if its work is to commend itself increasingly to the 
minds of thoughtful parents. 

II. SCHOOL EQUIPMENT 

In order to arrive at some definiteness in the dis- 
cussion of this question of equipment, it will be well 
to take up in order the requisites that naturally asso- 
ciate themselves with the various departments, such 
as the equipment of the school, officers* equipment, 
teachers' equipment, and so forth. We are to con- 
sider now what is necessary for the school, as such. 

We are introduced here to the larger and more 
general appliances that are felt to be necessary, in 

_. A order to equip a school building 

Fixtures - 

used, m part, for religious in- 
struction, and religious meetings of various kinds. 
An organ, preferably a pipe organ, should be at the 



28 EQUIPMENT 

disposal of the school, and in addition, pianos, one 
for each department, if possible. The Kindergarten 
should have a piano, and the Primary Department 
should have a piano; for their opening and closing 
services are usually conducted independently of the 
main part of the school. Very likely it would not 
come amiss if the Junior or Grammar Department 
were to have a piano, also. Stereopticons, or reflecto- 
scopes, have come in within recent years as very de- 
sirable acquisitions to the School as a whole; for 
these instruments can be used for review purposes, 
for lectures on Old Testament and New Testament 
subjects, and for Mission study. At little expense, 
an arc light connection can be installed, so that at 
a moment's notice the lantern is ready for use. The 
large curtain upon which the pictures are reflected 
is so arranged as to be placed in position in a few 
moments' time. Then the outfit is ready for use. 
This is a part of the permanent property of the 
School, and serves repeatedly a very useful purpose. 
The old fashioned way of calling the school to 
order by means of a desk bell is now superseded by 
a system of bells, operated by the superintendent at 
some central point in the building. If there are 
several departments, and a room for each depart- 
ment, and if there are corridors in which pupils are 
likely to congregate before the session, it is neces- 
sary to have a bell wherever it becomes desirable to 
arrest the attention of the pupils. The number of 
bells, and the arrangement, will be determined by the 



PICTURES— THE SUPPLY CLOSET 29 

physical conditions present in any Church School 
plant; but the bell is important, especially if the 
entire school knows that it is operated only by the 
superintendent, and that it is his way of reminding 
the entire school that he is there, though not seen, 
and that he is there on time, and that he is asking 
the school to come at once to order for the serious 
business of the day. The effect is wholesome and im- 
mediate. 

Perhaps a word ought to be spoken on the sub- 
ject of pictures, the use of which is one way, as Dr. 
Smith expresses it, of "making the walls talk." Pic- 
tures in great variety, of all prices and different de- 
grees of merit, can be obtained nowadays from almost 
any art store, which, if artistically arranged on the 
walls of the school room, contribute much to the reli- 
gious atmosphere of the plant. 

No doubt much more can be said on the subject 
of fixtures for the school in general; but, on this 
point, it is wise to leave much 
to the initiative and ability of 
those who are intrusted with the responsibility of 
providing larger and more general pieces of equip- 
ment. In speaking of the supply closet, we come to 
details that ought to be given persistent attention; 
for the supply closet occupies an important place in 
the economy of the school. The exercise of a little 
foresight, and the expenditure of a little money, will 
place in such a closet at the beginning of the year, 
blank books, sufficient in quantity to meet the year's 



30 EQUIPMENT 

needs. They may be flexible, or they may be books 
with rigid covers — whatever is best suited to the pur- 
pose of the school. Then this closet will also con- 
tain examination paper, enough for the year's use; 
chalk by the box; pencils by the gross; and, what is 
a very important adjunct, a pencil sharpener, the 
best one that can be bought. It is expensive at the 
start, but cheapest in the long run. Points are 
always breaking, and the pencils, therefore, need re- 
peated and frequent attention. 

Stereoscopes are recommended for use in the 
study of the Bible, and ought to be at the disposal of 
such classes as are working on the Old or the New 
Testament. They properly belong in the supply 
closet. For manual work, paste or gummed paper is 
a requisite, and should be on hand. 

For use at examination time, and on other oc- 
casions when written work is done, binder's board, 
purchased at some wholesale paper house, cut into 
sizes convenient for use, — say 15 by 10 inches — will 
be found indispensable, and must be provided in suf- 
ficient quantity to supply each pupil with a lap board. 

The supply closet will contain, also, books in 
quantity, books for pupils and books for teachers, 
books for all grades and all departments; and the 
supply will always be sufficient to meet any demand. 

Here we should look also for the offering envel- 
opes: the Duplex, if the school is taking advantage 
of the most improved methods of inculcating the 
habit of wise giving. 



SUPPLY CLOSET— SCHOOL MUSEUM 31 

Here may be found, also, other material needed 
in different schools. 

It ought to be said perhaps that there are two 
things which should never be found in the supply 
closet : one is dust, and the other is disorder ; for the 
presence of these two indicates clearly that the supply 
closet has lost its efficiency, and is failing to do its 
duty. Unfortunately, most supply closets are equip- 
ped with these two undesirable features — dust and 
disorder. 

Mr. Milton S. Littlefield, in his book on "Hand 

Work in the Sunday School," suggests the desir- 

, ^ , ability of a school museum 

A School Museum ,.■..,, < • t p 

which will contain samples 01 

work done by the pupils and models for use in mak- 
ing clear certain references to the life and customs 
of the people of the Bible. This museum might also 
contain specimens of all material employed in the 
various departments of administrative work, such as 
record cards, attendance cards, report cards, promo- 
tion cards, diplomas, and blanks of various sorts. A 
large bookcase with glass doors would serve the pur- 
pose of holding and effectively displaying the various 
articles referred to. 

III. OFFICERS' EQUIPMENT 

Possibly one of the reasons why the executive 
staff of the Church School seems ordinarily to be per- 
plexed in the work it has to do, is because the officers 
have, in the place where their work is done, and in 



32 EQUIPMENT 

the tools with which they have to do it, so little to 
support the assertion that they are important. 

The executive staff ought to be provided with a 
room which might well be spoken of as the "office," 
and this room might well be 
Off ce fitted with desks and chairs and 

bookcases — a desk and a chair 
for each officer, where his work can be done, and 
where his records can be kept together under lock 
and key. Such an arrangement manifestly would 
impress upon the officers the sense of responsibility 
for their particular tasks, and would undoubtedly re- 
sult in better method on the administrative side of 
the school work. 

If there is a parish house, the clerk's office might 

well be there, with space for a library large enough 

^, , , ^. to contain a large assortment of 

Clerk's Office 

books on Church School work 

in all its phases, samples of text books representing 
different systems, and reference books, that might be 
placed at the disposal of teachers and other Church 
School workers. Shelf room would be required for 
filing-boxes, and for all sorts of Church School ma- 
terial, music, programs, papers, entertainments, 
schedules, talks to children, cards, announcements 
and appeals, plans and committees. These boxes may 
be the ordinary filing-boxes, bought at the Library 
Bureau or stationer's store for twenty-five cents, or 
they may be of a kind especially designed, and made 
to order at the same price. There will be room also 



CLERK'S EQUIPMENT— LIBRARY 33 

for files of other sorts, in which useful information 
that pertains to the particular school can be kept. 
This clerk's office will also have a typewriter of first 
class make, a duplicator, and a mimeograph — imple- 
ments that aid very much in the rapid production of 
letters, bulletins, programs, and other forms needed 
to impart information. A paper cutter will also be 
found desirable, not a paper knife, but a paper cut- 
ting device to cut sheets of paper, large or small, 
into any desired size. Card catalogues will have place 
on the shelves of this office, and these catalogues will 
contain the names of all pupils past and present who 
have had, or do have, standing in the school. But 
the most essential feature of this office is the person 
who looks after the work. Great care must be taken 
in selecting this person. 

Twenty-five years ago every Church School felt 
it necessary to have a library. The number now 
placing emphasis upon this fea- 
ture is not so large, for, during 
the last twenty-five years, public libraries have greatly 
increased, and make a feature in almost every in- 
stance of the juvenile department, where books of 
highest character and standard may be had, and 
where, also, they may be read under conditions stim- 
ulating and helpful to body and mind. The need, 
therefore, of a circulating library in the Church 
School is much lessened by the well-equipped libra- 
ries of our larger towns. It would seem as if much 
needless time, money, and energy would be expended 



34 EQUIPMENT 

if we practically duplicate a work that is already 
well done elsewhere. If there are deficiencies in the 
public library — books that ought to be on the shelves 
and are not there — a suggestion to the librarian 
would in most cases lead to the purchase of such 
books. But it is different with the teachers. They 
ought to have at their disposal in the Church School, 
and on shelves very accessible, a generously equipped 
reference library, from which they can draw such 
books on subject matter, and on method, as will give 
material help in the doing of their work. 

IV. TEACHERS' EQUIPMENT 

And this subject of a teachers' reference library 
leads naturally to the larger subject of equipment 
for the teachers, because it is quite true that no 
teacher can do her work well unless she has provided 
for her such conveniences as her work requires. 

Of all conveniences, the most pressing and the 

most far-reaching in its general effect is the place 

where the teaching is done. The 
Place to Teach , , , , , . -. n 

place need not be large, indeed, 

ought not to be ; but it should be a room, a room say 
ten by twelve feet, preferably with walls lathed and 
plastered, and with a door that shuts out all sights 
and sounds — well lighted, well heated, well venti- 
lated, well furnished. If this is impossible, then one 
would suggest a compartment made of curtains, say 
of the same size, equipped to a certain extent, and 
made to resemble a room. The teacher of the prim- 



CLASS ROOM FURNITURE 35 

ary department will be content to have a large room 
or a small hall, in which one hundred or more pupils 
can be gathered, because her method is likely to be 
by mass teaching. After the work of the teacher in 
charge of the room, the lesson is amplified and ex- 
plained by assistant teachers, who gather about them 
groups of pupils, eight or ten in each. 

But all rooms should be furnished. Whether 
large or small, whether with walls plastered, or with 
curtains serving for walls, they 
all need furnishing. The large 
room for the primary department needs chairs, pre- 
ferably arm chairs, built low and made comfortable 
with high backs, and four stout legs that do not per- 
mit the chair easily to tip over. Folding chairs for 
use in the primary department are obtainable, but 
they are not so good, because they tip. If, however, 
two or three are fastened together in bench form, it 
is not so easy for the entire number to tip over on 
the floor, if the spirit of mischief works that way. 

In other departments, chairs with desk arms are 
desirable; but they are bulky, and if room is an es- 
sential, it is difficult to dispose of them satisfactorily 
between times. The N"ew York Sunday School Com- 
mission gives full information as to style and price 
of chairs obtainable. 

Benches for pupils come as a substitute for the 
chairs. They are of several kinds : benches with un- 
divided seats, benches with individual seats, benches 
with reversible backs, and benches with stationary 



36 EQUIPMENT 

backs. On the whole they are less satisfactory than 
chairs. But, considered from the standpoint of com- 
pactness, they are more desirable. Tables are quite 
as essential as chairs, and here a variety is suggested. 
In the kindergarten — kindergarten tables. In other 
departments, tables of various shapes and sizes, some 
with folding legs, others so built that around them 
teacher and pupils can gather. And here might be 
suggested tables for pulp work, plasticine, and sand. 
The New York Sunday School Commission gives all 
needed information concerning different styles and 
kinds. 

Blackboards are essential, and each class — if the 
teacher has what she ought to have — will be provided 
with one. In some places these can be adjusted to 
the walls ; in others, they have to be placed on stand- 
ards. But whether on the walls or on standards, they 
ought to be available, and one for each class. The 
same thing should be said about maps. The most 
interesting word on this subject comes in the form of 
a little pamphlet, which describes a set of maps issued 
by the Pilgrim Press, No. 14 Beacon Street, Boston. 
They are called the Kent and Madsen Historical 
Maps, edited by Professor Charles Foster Kent and 
Albert A. Madsen. This series consists of seven in 
number, size about 17 x 25 inches. The complete set, 
mounted on a wooden roller to fit on a tripod, is sold 
at the extraordinary price of $5.00. Here is some- 
thing that each teacher ought to be provided with. 

Then we come to the teacher's kit, so-called. A 



SPECIAL EQUIPMENT FOR TEACHERS 37 

black box, made by any box manufacturer, 12 x 10 x 4 
inches in size, should be provided for each teacher. 
Each box should be supplied with a Bible, Prayer 
Book, blackboard eraser, chalk (colored and white), 
pencils (enough for the class), paper, blank books, 
punch, and anything else that the teacher finds con- 
venient in the work of her class. This box should 
be placed on the teacher's table before the session 
opens, so that she can begin her work and carry it 
on without interruption. 

Within this box, she must be supplied with cards 
— attendance cards, record cards for use every Sun- 
day, report cards, used at the end of the term to take 
the term report home to parents, blanks for return 
reports, to be filled out by the teacher and returned 
to the clerk of the Church School, class envelopes 
containing attendance and record cards. If the 
school gives special heed to detail, these cards will be 
printed by the school authorities, and so designed as 
to meet particular requirements. Stock cards can, 
of course, be purchased if so desired. 

V. PUPILS' EQUIPMENT 

It is a mistake to suppose that little attention 
need be given to the pupils so far as equipment is 
concerned, if only the school as a whole, and the 
teacher, as the particular representative of the school 
in her class, are supplied with working material. 

Books will naturally suggest themselves as being 



38 EQUIPMENT 

the sine qua non of the pupils 5 equipment, but there 
are books and books, and it were 
better for pupils if some books 
they never saw. The day school has taught us the 
value of the artistic, well-planned, and well-executed 
text book; and, more and more, we are coming to 
claim such books as our right in Church School 
work. Such books naturally are not given away each 
year, but they are lent each year, and the pupils sign 
receipts for them, and, at the end of the year, re- 
turn them. Is this plan expensive? No, not very; 
no more expensive than was the old custom of buying 
each year a large supply of quarterlies, or monthlies, 
for which the pupil had little respect, and, conse- 
quently, of which he made little use. 

Besides his text book, which naturally he takes 
home and brings to school Sunday after Sunday, 
blank books will be needed for 
notes. Others have continued 
stories, with illustrations pasted in by means of ad- 
hesive tape, or gummed paper, or even paste (applied 
by brush, or, better still, by wooden tooth picks). 
Pencils are requisite, and lap boards referred to be- 
fore, made of binder's board. The stereoscope will 
be called for. Outline maps will be in demand. 
Scrap books and crayons will be used, and all these 
tools need to be at the disposal of the pupils, through 
the teacher, who will find them ready for her use on 
application at the supply closet. 

If the class is especially interested in manual 



NEED OF MATERIALS 39 

work, plasticine may be added to the stock of requis- 
ites. Suggestions of very great 
Manual Work , , , , £ -, • 

value here are to be round in 

Sexton's "Manual Work/' page 126 et seq. 

VI. PAYING THE PRICE IN MATERIAL 

It all seems very unnecessary — this enumeration 
of things required. Perhaps it is; but the schools 
that are doing the best work, and that are getting 
results, are willing to pay the price in material. We 
pay a big price in life for the opportunity of doing 
Church School work, because we ask the services of 
a large number of hard-working men and women — 
usually women rather than men — to serve as teachers 
in our schools. We pay the price in money, because 
it requires a considerable outlay each year to meet 
the running expenses of a well-conducted school. We 
must also pay it in material, because material is the 
only means by which the work becomes concrete and 
complete. 



CHAPTER IV 

Administration 

By administration is meant the application of 
knowledge, persistence, and pains to the work of 
directing the Church School. In other words, ad- 
ministration is the business of making the school go. 

I. KNOWLEDGE 

The assumption has too often been made that 
only a little knowledge is necessary on the part of 
those who are responsible for the welfare of the re- 
ligious education of the youth in the parish. Be- 
sides, why bother to inform oneself? Publishing 
houses print the books, and all that one needs to do 
is to place them in the pupils' hands, with such help 
as the publishing houses supply to aid the teachers 
in the preparation of the lessons. It is, perhaps, not 
unfair to say that, in a great many instances, this 
sums up one's practical knowledge of the educational 
requirements that underlie the work of the Church 
School. Happily, however, this attitude is rapidly 
becoming one of the past, and men are beginning to 
see that comprehensive work, to be carried on suc- 
cessfully, requires comprehensive knowledge of sub- 
ject matter, of pedagogical method, of equipment, of 



KNOWLEDGE AND PERSISTENCE 41 

ways and means. Knowledge is the fundamental re- 
quisite in the matter of administration: knowledge 
of the field as a whole, of the work that is being 
done in dioceses, and particular parishes; knowledge 
that comes through Sunday School Commissions, and 
Boards of Education, and Branch Meetings, and Con- 
ferences; better still, knowledge that comes from in- 
telligent devotion in a particular parish, to the prob- 
lems arising from the particular work. 

It is not possible, however, for one to read up on 
the subject of Church School work during the sum- 
mer vacation, and then, in the 
Persistence , , ,, 

autumn, work up enthusiasm, 

and during the year, run the school with more or less 
vigor, and then suppose that the school, animated 
by that newly awakened interest, will continue. A 
school will not run, any more than an engine will 
run, unless someone feeds the fire. It is not a very 
inspiring job, but it is a very necessary one, and one 
that requires persistence: repeatedly going to the 
tasks with vigor and freshness and optimism, year 
after year, even decade after decade, possibly; never 
allowing the difficulties of the situation, or the dis- 
couragements connected therewith, to bulk very large 
in one^s practical attitude toward the whole problem. 
Persistence in the administration of the Church 
School means eternally keeping at it. Failure to 
do this will spell, in every instance, failure of the 
school. 

It is not, however, a mere keeping at it that is 



42 ADMINISTRATION 

necessary; for one may cling to a task long after the 
interest in it has expired, and 
continue the work in such a 
half-hearted, indifferent manner, that it would be 
better were the connection of the worker with the 
work broken altogether. No, it is not mere persist- 
ence, but it is persistence with pains, which means 
thoughtful care, and constant attention to the plan- 
ning and the execution of the innumerable details 
that increasingly constitute the task of Church 
School administration. 

II. FACTORS OF ADMINISTRATION 

Naturally, administration is a matter that de- 
pends upon people. A school with traditions and 
established customs may work along fairly well, but 
the personal element is absolutely essential to the con- 
tinued welfare of any school. 

Of foremost importance is the Eector, whose in- 
terest or lack of interest, whose policy, wise or un- 
wise, is likely to make itself felt 
for good or for ill throughout 
the school. A wholesome, vigorous interest on his 
part will lead to the discovery of men and women 
filled with enthusiasm who can, under him, execute 
the tasks that have to do with the welfare and the 
progress of the school. But his administrative effort 
should not be left entirely to long-range duty. He 
needs to know the school, and to be with the school, 
to see it, to feel it. No matter how competent his 



RECTOR— SUPERINTENDENT— SECRETARY 43 

curate or superintendent may be, the Eector is the 
man, above all others, who gives continuity and per- 
manency to the life of the whole. 

Almost of equal importance is the personality of 
the superintendent, and his relation to the school. 

A wise and wideawake and 
The Superintendent , , . .„ , „ 

painstaking man will naturally 

gather about him others like himself, whom he can 
direct, and who will stand by him to render such 
assistance as is necessary in the execution of his 
plans. He is not an absentee, not a figure-head, but 
a real worker, who rolls up his sleeves, who gets into 
the work as a bee pushes down into the flower, eager 
to get out of it all that it has to yield. The superin- 
tendent is the man who gets the school under way 
in the autumn, who makes plans for the opening day, 
and plans for every succeeding day, who meets emer- 
gencies as they arise, who rounds out the work of the 
year, and brings it to a satisfactory completion, who 
keeps teachers and pupils interested, and impresses 
upon them the sense of their importance, and of their 
responsibility to their pupils, and to the school as a 
whole. He has a personality that pervades the in- 
stitution, and a constancy in his work that is in- 
spiring and helpful. 

The secretary is an officer, likewise most neces- 
sary to the businesslike management of a school. He, 
too, is always on hand. He, 
too, knows the routine, and care- 
fully meets all the requirements imposed by details. 



44 ADMINISTRATION 

He, too, gathers about him assistants who catch his 
spirit, and respond to his appeals. He, too, has a 
sense of responsibility, which he manifests in the 
way he meets and discharges the several duties of 
his office, varying naturally in different parishes. It 
will not do for the secretary to be a man who takes 
his work lightly and spasmodically. The school suf- 
fers, and the administration is weakened, unless he 
is always there. 

If the business end of the school is to be admin- 
istered in a satisfactory manner, the man who has 

the holding of the funds needs 

The Treasurer , , , , p 

to be one who has a sense ot 

business method and dispatch. Oftentimes the treas- 
urer is not such a man, and the school, as a result, 
gets the undeserved name of being unbusinesslike 
and slipshod. Bills that are contracted ought to be 
paid. They ought to be paid on time. Furthermore, 
immediate payment oftentimes means a discount 
which is worth something to the school. It might 
well belong to the duty of the treasurer to be present 
each Sunday, and to receive the offering from the 
school as it is made, as the treasurer of the Church 
does; take it home, count it, and make deposit the 
next day.. If he is a careful treasurer, he will see 
that every bill paid is approved beforehand, and that 
he has a voucher for every cent expended; at the end 
of the year, he will make a report and have his ac- 
counts audited. For the sake of the business reputa- 



TREASURER— CURRICULUM 45 

tion of the school, the treasurer ought to be a wide- 
awake, Christian, business man. 

These four officers named as administrative fac- 
tors have very great influence; and, considering in 
what direction their work lies, the more perfectly 
and completely they can give themselves to their 
several tasks of administration, the better it is for 
the school, and for the cause of religious education 
in general. 

111. WORK AS THE OBJECT OF ADMINISTRATION 

Valuable as it is in itself, administration must 
never be regarded as a mere end. It is always a 
means by which the end is to be realized. The real 
end is the work which the school has to do, and the 
administration is one of the means by which that 
end is accomplished. It is well, therefore, to suggest 
some of the broad outlines of that work, to which 
administration must be related. 

These will be thought over carefully, and ar- 
ranged with reference to their pedagogical and edu- 
cational fitness for the work 

u L*. ... -. that is in hand, because the 
to be Studied 9 

study activity of the school is 
the essential part of it, to which all other activities 
make their contribution. This is not the place to 
go into the study of curricula. That is a detail al- 
together too large to be treated here. The point that 
needs to be emphasized is, that a course of study 



46 ADMINISTRATION 

should be planned, and planned carefully, as a fea- 
ture in any well-administered school. 

A discerning intelligence is required to arrange 
and maintain a nice balance of work and worship — 

to suggest what work is to be 
Work and Worship 1 , „ „ ., ... 

done, to follow it up, and to see 

that it is done; to plan for a period of worship that 
shall take not too much time, and yet enough to em- 
phasize the devotional character of the school's life. 
Oftentimes, and unnecessarily, the school begins with 
a period of worship, and closes with a period of wor- 
ship. The more economical, and perhaps the wiser 
way, is to begin immediately upon the lesson, giving 
to it forty-five minutes, and to close with a short 
service, fifteen minutes long, which shall embrace 
the essential features of Morning or Evening Prayer 
— hymns, prayer, address, offering, benediction. 

It is the duty of the administrative force to pro- 
vide for a beginning and for an ending of the school 

year, and for reviews and ex- 
School Terms .. . . . . n 

and School Year animations at certain periods. 

The superintendent will indi- 
cate to every pupil, by announcement made orally 
or by letter, when the school is to begin, and there 
will be no uncertainty as to the day when it closes. 
He will arrange beforehand the number of terms, 
the length of each, the date when each begins, and 
the date when each closes, the day for review, and the 
Sunday when examination comes. All this, clearly 



CLASSIFICATION OF PUPILS 47 

thought out and indicated, makes for the spirit of 
order and smoothness, essential to efficiency. 

As an aid in all this, schedules, printed at the 
beginning of each term, noting the date of the first 
lesson, the subject matter to be 
studied, and the amount for 
each Sunday's lesson in each term, are placed in the 
hands of each teacher, often pasted on the inside 
cover of her kit box where it cannot get lost, so that 
she may have reference to it each Sunday, for the 
sake of keeping thoroughly well informed as to her 
course. This is one of the methods of holding the 
workers down to a definite program, and of resolv- 
ing the working forces into a unified whole. 

IV. ADMINISTRATION AND THE CLASS 

There is no point where administration needs to 
be focused more than in the class ; for classes quickly 
change in composition and character, if they are not 
carefully guarded. 

The old-time principle of admitting pupils, and 

putting them into a class just because friends happen 

to be there, or because the class 
Membership 

seems to be composed of others 

of the same age as the incoming pupil, is one that 

should be shelved as soon as possible. A class should 

be a more or less homogeneous unit. That is to say, 

membership in it should be determined largely by 

the standing of the pupil in the public school. 

Pupils of the same grade in the public school can. 



48 ADMINISTRATION 

generally with safety, be placed in the same grade 
in the Church School. All other considerations usu- 
ally taken into account may be regarded as secondary 
in importance. But someone has to do the placing. 
The enrolment secretary will, as a part of his duty, 
make out an enrolment card, which will give all in- 
formation necessary concerning the pupil. The pupil 
will thereupon be sent to the superintendent, who, 
knowing the grades and classes, will assign the pupil 
to that grade which is determined by his public 
school grade, and to that class in the grade best 
suited to receive him. And when he goes, he goes 
with a text book lent him for the year, with offering 
envelopes, and with a word of welcome spoken by 
the superintendent. Here he will remain, as long 
as his attendance and work are sufficient to keep 
him as a regularly enrolled pupil of the school. Six 
absences cause him to lose standing. He is thereupon 
dropped from the class — unless he can be induced 
to renew his interest — and his name is taken from 
the rolls. This process of elimination should take 
place weekly in all classes, if there are any pupils to 
be dropped because of infrequency of attendance. 

It is wise, if possible, to make the class feel the 
impact of the life of the school, its plan, its pur- 
pose, and the seriousness of it 
Class Spirit n • i i 

all; since, by such an impres- 
sion, the class is helped toward the development of 
a class spirit that displays loyalty to the school, and 
shows itself in a readiness to conform to the school's 



DISCIPLINE 49 

policy in such matters as moving on from grade to 
grade, from teacher to teacher, settling down as the 
years go on into more orderly conduct, and giving 
more wholehearted response to the entire educational 
scheme as such. Administration has a very definite 
effect upon the class, as well as upon the school. 

V. ADMINISTRATION AND THE PROBLEM 
OF DISCIPLINE 

Wise administration means, for the most part, an 
orderly school. 

Feeling that the school is seriously engaged in a 

serious piece of business with a clear cut plan as a 

guide, officers, as essential to the 
Effect Upon Officers » . , . „ ., 

and Teachers successful working out of it, are 

impelled to be on hand prompt- 
ly and regularly, while teachers, feeling especially 
the responsibility for their classes, and knowing that 
they have definite tasks for every Sunday, will not 
remain away without some good excuse. Even in 
cases where their absence is necessary, they will 
notify the superintendent in time to enable him to 
procure a substitute, or else procure the substitute 
themselves. So it results that classes are spared the 
disintegrating experience of coming Sunday after 
Sunday only to find the teacher absent. They know 
always that the teacher will be there, and be there 
on time, ready to begin at the stroke of the bell, 
ready to close at the stroke of the bell, and they will 
receive unconsciously in their own way an impression 



50 ADMINISTRATION 

of the seriousness of the school's work; and this im- 
pression has power to subdue the spirit of mischief, 
and to improve the work of the pupil. Well-admin- 
istered schools are automatically schools that are 
under good discipline, with the spirit of order as a 
real power. A helpful chapter to read in connection 
with this subject is one entitled "Discipline," found 
in "The Modern Sunday School in Principle and 
Practice," by Cope, page 143. 

VI. ADMINISTRATION BETWEEN SUNDAYS 

It goes without saying that much of the routine 
work of administration cannot be done during the 
Church School hour, which, at best, does little more 
than give concrete expression to plans that have been 
thought out and worked out beforehand. It is a 
fallacy, operative in many schools, that one hour a 
week is all the time that needs to be given to the 
work. Quite to the contrary, there are many hours 
between Sundays that ought to be given to the gath- 
ering up of loose ends, and to the planning and 
arranging of work for the next Sunday. 

The new pupils come in, and there are letters of 
welcome to send to their parents, giving assurance 
that the authorities of the 
school will do their utmost to 
make the school pleasant and profitable. The data, 
sent in on admission cards, are to be used for the 
making out of permanent cards for attendance, 
names are to be inserted on record cards, and all 



WORK BETWEEN SUNDAYS 51 

gathered information carefully filed away for future 
reference. Xew names are to be added to the card 
catalogue, and to the enrolment list, so that, at any 
moment, the superintendent or Eector may know 
exactly the history of any pupil's connection with 
the school, when membership began, how constant it 
has been, and what it is meaning to the pupil. 
Eequisitions for new material, books, paper, pencils, 
and other things are to be made, and the material 
called for must be supplied at once. It is weaken- 
ing to the scheme to let a Sunday pass with books and 
other material needed, not in the supply closet stock. 
When examination time comes, questions are to 
be prepared for the pupils, blanks for the teachers, 

report cards for the entire 
Being Forehanded , , , „ ,, , n ± 

school; and all the work that 

has to be done ought to be done before the Church 
School hour, and not by the teacher. This requires 
time, and it means work between Sundays. After 
examination, reports are sent in by the teachers. 
The information they contain is carefully transferred 
to a permanent form in a book, and the reports them- 
selves filed. It is impossible to bring the work of 
a year to a successful close without having in hand, 
at every stage of it, the exact knowledge of what 
has been done. Things get done if they are done, 
they do not get done otherwise; and the number of 
things to be done is so great that much time, outside 
the Church School hour, must be spent in doing 
them. 



52 ADMINISTRATION 

VII. ADMINISTRATION AND MAXIMUM 
EFFICIENCY 

Finally, we come to a standard of what adminis- 
tration aims to do. By means of it the officers, the 
teachers, and the pupils, are wrought upon in such 
a way as to make the school yield a maximum of 
efficient work. There is large opportunity for waste 
of time, of energy, even of money, in schools that 
lack the advantage of wise administration. It is a 
principle in the regulation of all business today that 
waste must be reduced to a minimum, and this prin- 
ciple holds in the Church School, as well as else- 
where. All parts working together, and so related 
as to establish coherence, will yield under any given 
circumstances the best, the highest, and the most 
complete results. The outstanding need in a school, 
complex or simple, is that it shall be wisely admin- 
istered. 



CHAPTER V 
Method 

I. WHAT METHOD IMPLIES 

Administration was defined in the preceding 
chapter as the application of knowledge, persistence, 
and pains to the work of directing the Church 
School, or, in other words, the business of making 
the school go. Administration plans and directs the 
work; method is the manner in which it is done. 

It is highly desirable that the beginning of any- 
work should have in view the end, and that the 
relation between them should 

. - .. be that of pre-conceived cause 

and Ending r 

and, effect. To start without 
knowing what the outcome is to be, surely weakens 
the start. To finish, so that the end justifies the 
beginning, strengthens the start. 

It is needful, therefore, that from beginning to 

end the principle of continuity should reign. Many 

details may find place in the 

an^Product P lan > but tlie y must a11 be held 

together by this one fundamen- 
tal principle of continuity. The result will then be 
a product worth while, and expressed in terms that 
record educational achievement. 



54 METHOD 

II. METHOD IN PREPARING FOR THE 
YEAR'S WORK 

How often the year's work simply starts with 
little or no concern being given to it, and this in 
spite of the necessity of planning carefully the work 
of the year ! Pupils arrive, disorder prevails. They 
are told to come back next Sunday, and that then 
the lessons will begin. Nothing definite is done, with 
the result that the first fatal blow is dealt, which 
issues in the loss of the pupil's respect for the 
school. 

It is assumed that the school has a summer vaca- 
tion, extending from the middle of June until the 

second Sunday in September. 

Hence, about twelve weeks are 
given in which to arrange for the work of the new 
year. The very beginning of this period is none 
too early to make a start. Suppose that the course 
in the school is to be changed, and that a graded 
system is to be installed. Whatever is preliminary 
to this important step must be undertaken early* 
Books should be ordered, and made ready for dis- 
tribution on the opening day. The offering en- 
velopes, if ordered in June, are subject to a special 
discount, and are sure to be ready by the first of 
September, when they are needed. Cards and forms 
of all sorts ought to be printed during the summer, 
and the new arrangement of classes and departments 
should then be made out. The scheme for the re- 



THE OPENING DAY 55 

arrangement of the school at the beginning of the 
term is to be carefully thought out, with the names 
of all pupils forming new classes properly entered. 
The end of the school year, with its promotions, 
means a general shaking up throughout the school; 
it will remain shaken up, unless it is shaken down 
during the summer into the order that is to be fol- 
lowed for the year. 

The school meets as a whole, and an appeal is 
made to the pupils in the interest of good work, and 
regularity of attendance. Then 
Formation of New the supe rintendent takes up de- 
Classes on the . , ., -, , , 1 
Ooenina Da partment after department, and 

class after class, indicating the 
membership in each, and the teachers who are to 
have charge of each. As the names are read, classes 
assemble in their respective rooms, or compartments. 
A text book is given to each pupil in the classes 
where text books are used, and signed for on a card, 
which is placed on file and returned at the end of 
the year when the pupil returns the book. The 
lesson is assigned for the following Sunday; the at- 
tendance is taken. Absentees' cards are punched. 
They are looked up, interviewed or written to, and 
urged to come back and join their classes as soon 
as possible. It takes only one or two Sundays to get 
a large school of four hundred pupils completely and 
satisfactorily under way, if there is a method fol- 
lowed in doing it, and if plans which come to ma- 
turity on the opening day have been properly worked 



56 METHOD 

out during the weeks preceding. A list of all the 
pupils in alphabetical order, with the grades and 
the classes given, is indispensable at the very begin- 
ning. It must be in the hands of the superintendent 
on the first day, and if the school is large it means 
considerable work to arrange such a list. Such a 
list, however, is necessary, because there are always 
some pupils who do not know where they belong, and 
the superintendent can quickly assign them to their 
classes with such a list in his hands. Confusion 
must by all means be avoided at the very opening of 
the school year, and it can be avoided by making 
an early start on plans. 

III. METHOD IN PREPARING FOR THE SESSION 

But, even though all obvious work is attended 
to, it so happens that new problems arise with the 
beginning of every new year. New problems arise, 
also, with every session of the school. Eequisitions 
are made, questions are asked, which the superin- 
tendent must have time to think over. Perhaps 
they imply investigation, the necessity of writing 
letters or of making calls, and all that. After each 
session of the school, especially at the beginning of 
the year, all these points referred to the superinten- 
dent must be properly considered, decisions made, 
and the answers sent to the teachers by mail, or in 
some wise recorded, in order that on the following 
Sunday such information as the teacher needs for 



OBTAINING SUPPLIES— MAKING RECORDS 57 

guidance in her work will be at hand. It does not 

pay to neglect anything. 

It may be that, in spite of all one's care, the 

teacher has needs that she has not made known. 

There is some reference book 

she would like to use, some 

material for manual work that she would like to 

have at her disposal. She states her need, and on 

the following Sunday her need is met. The book 

is there, and the material for manual work is at her 

service, if there seems to be sufficient reason for 

supplying either, or both. And in all other cases 

where material of any kind is required, she knows 

that she has but to speak the word and it will be 

forthcoming, since nothing in a methodical school 

is forgotten. 

Untidy record books, and cards inaccurately and 

incompletely kept, result ordinarily, if a teacher is 

left to do her own clerical work. 
Clerical Work . ., ___. 

A new pupil comes m. The 

teacher inserts the name in her book, or she asks 
for a card, and the name is written on the card. 
A pupil leaves, and she draws a line through the 
name, or she tears up the card. She adopts the 
easiest method of handling a detail of this kind, with 
the result that the easiest method becomes the un- 
tidy and unsatisfactory method. All this work 
ought to be done for the teacher, partly for the 
purpose of insuring completeness of record, and 
partly for the purpose of leaving her as free as 



58 METHOD 

possible for the task she is especially expected to do. 
And, if this work is to be done at all, it must be 
done by someone who is regularly responsible for it; 
someone indeed, who is employed for that purpose, 
or who is willing to do volunteer service for hours 
each week. 

Likewise, this same person will have ready for 
the officers a handy-box which contains the class 
envelopes, with the record and attendance cards in 
them. This handy-box will be placed at their dis- 
posal, with all corrections, additions, and subtrac- 
tions on the records complete to date, and the officer 
will see that the class envelopes are distributed be- 
fore the school begins, because the teacher must find 
everything ready when she comes. 

In addition to the class envelopes, each teacher 

will need to have placed at her disposal her kit, 

which contains her Bible, 
Working Material ^ -~ , , ,, .-, 

R . Prayer Book, chalk, pencils, 

paper, note-books, and other 

things that she may need during the session. She 

will have placed at her disposal also the blackboard, 

if for any reason it has been removed during the 

week, and the particular map that she is using, and 

a pointer. Her chairs or benches for the pupils 

will be placed in order, and the teacher's table and 

chair will be ready for use. Nothing that is to be 

used during the session will be lacking, for she must 

be spared interruptions that come when this or that 

or the other thing has to be searched for, and 



CHOICE OF SESSION HOUR 59 

Drought into use after the school assembles. Much 
is to be learned on this point of saving the teacher 
labor, in order that she may concentrate on the work 
that properly belongs to her, and her alone. So 
there will be method in preparing for the work of 
the session. 

IV. METHOD IN CONDUCTING THE SESSION 

But the requirements of method are not met 
merely by getting ready for the session. Method has 
to do, likewise, with the manner in which the session 
is conducted. 

There are different hours during the day, selected 

for Church School purposes : a morning hour, a noon 

hour, and an afternoon hour. 

-,~,4 +u^ nu w The morning hour has the ad- 

ana the Plan ° 

vantage of bringing the pupils 
together, so that, immediately after the session, they 
can attend the Church service before returning to 
their homes. This is a great gain, since the Church 
service ought to be closely associated with the study 
period, and should very naturally conclude the work 
of the morning. It might be wise to excuse most 
of the pupils from the sermon, but they ought to 
be present at all events at the service. 

The noon hour is that which follows the ser- 
vice — 12:15. Until recently, this was the most 
popular Church School period; there are signs now 
which seem to indicate that the morning is growing 
in popularity. The noon hour has the advantage 



60 METHOD 

of offering a little more leeway at the end, if it is 
desirable to continue the session for any reason be- 
yond the stated period, and it would seem, further- 
more, as if children, especially children in large 
families, might get ready with a little more ease for 
the later, than for the earlier session. 

The afternoon period is followed in compara- 
tively few parishes. The great objection to it is that 
it breaks up the afternoon, so that neither pupils 
nor teachers are likely to come in very large num- 
bers. But, whatever the hour is, there ought to be 
a plan, a well-thought out and regularly executed 
plan, that makes provision for promptness in begin- 
ning, promptness in closing, and system and despatch 
in all that comes between. 

The bell operated by the superintendent will, 

promptly on the hour, call thq entire school to order. 

The primary departments, the 

Beginning „ , , „ 

4.u e . first two grades m a room oi 

tne Session ° 

their own, the third and fourth 
grades in a room of their own, will immediately re- 
spond to the bell with their opening services. In the 
other departments, Junior and Senior, or Grammar 
and High, there will be no opening service, but each 
teacher will promptly open the work of the day by 
prayer, and then go at once to the lesson, for the 
teaching of which she will be allowed a period of 
forty-five minutes. This time is somewhat lessened 
in the primary departments, because of their open- 
ing service; but that might be dispensed with if it 



OPENING— TEACHING— CLOSING 61 

were thought desirable. Then, throughout the entire 
school, every teacher would begin with a prayer, and 
go directly to the lesson. 

With a statement before her of what work is re- 
quired for the term, and what work is required for 
each Sunday, nothing being left 
to the teacher's preference, she 
has her chart sufficiently clear to make sailing easy; 
it remains for her only to select the particular 
method by which the recitation period shall be occu- 
pied, whether it is to be written work or oral work, 
whether it is to be manual work, or a combination 
of all three. This question can be decided one way 
or the other only by the teacher herself, when con- 
fronted by the pupils with whom she has to deal, 
but these are the lines along which her work may 
move. In the lower departments, Primary Grades 
I, II, III, and IV, the teaching is mass teaching, 
done by the Principal of the Department, who tells 
at length and effectively the story for the day, and 
leaves to her assistant teachers, each having a group 
of six or eight pupils, the duty of amplifying, ex- 
plaining, and fixing in the mind, the points in the 
story told. 

The spirit of method has pervaded the session up 
to this point. Interruptions have been few, because 

interruptions are discouraged 
Method in Closing , .. „ , n 

and systematically prevented, 

wherever it is possible to interfere with them. It 
now comes time to close. The same push button that 



62 METHOD 

rang the various bells in the various rooms is used 
again, and the entire school closes the study period. 
In the lower departments, the pupils remain in their 
rooms for the closing service, as they do for the open- 
ing; but in the higher departments, they proceed to 
the Church, where fifteen minutes are given to wor- 
ship. Though reference has already been made to 
this, it may not be amiss to say once more that this 
period of worship embraces the essentials of Morning 
or Evening Prayer. The form may be as follows: 
hymn — and during the hymn the Treasurer with 
several assistants takes up the offering, which is 
placed upon the altar as at a regular Morning or 
Evening service; the Lord's Prayer, the Collect for 
the day and the Grace; announcements that have to 
do with the School's work ; the birthday offering ; 
an address by the Eector or Superintendent, from 
three to five minutes in length; another hymn; clos- 
ing prayer, and benediction ; and then the quiet leav- 
ing of the Church, the pupils marching out by classes 
in order. After the service, there is opportunity for 
the Eector or Superintendent to meet the teachers 
for a short conference on any subject that he may 
wish to bring to their attention. 

V. METHOD IN KEEPING RECORDS 

As already indicated, teachers are to be as little 
burdened with this part of the work as possible. 
They are not there to serve as clerks. They are there 
to serve as teachers, and others who can do this work 



WEEK AND TERM MARKS 63 

between Sundays — or, better still, one other espe- 
cially employed to do this work — should do it. 

Every recitation has a certain value for purposes 
of record, and this value must be indicated on the 
record card at each session. 
y One result of this bit of work 

is that, when the pupils know they are going to be 
marked, the re-action of this thought is helpful and 
productive of studious habits. At the end of the 
term, these weekly marks are averaged. These 
marks are important, even more important than the 
examination marks, since the term mark should re- 
ceive twice the value of the examination. For ex- 
ample, in order to get the final mark for a term, 
proceed as follows: to get the term average, add the 
weekly marks, and divide by the number of Sundays 
in the term, excluding examination Sunday; to get 
the final mark, multiply the term mark by two, add 
the examination mark, and divide by three. 

By this arrangement, the examination mark re- 
ceives but half the value of the term mark. Not 
only is the mark for the lesson required, but the 
mark for attendance is required also. This can be 
done in two ways: by marking "present" after each 
pupiPs name in a roll book, or by punching on a 
card the dates when pupils are absent. The latter 
seems to be the most satisfactory method, and usually 
results in greater accuracy of record. To punch 
when pupils are present, makes unnecessary work. 
To punch when they are not there, reduces this work 



64 METHOD 

very much. The card without any punch is the card 

that records perfect attendance for the year. If there 

should be six successive punches, it is felt that the 

absences which they indicate are sufficient to justify 

the removal of the pupil from the roll. He loses 

standing in the school, and his name should be taken 

from the roll, and the enrolment changed to tally 

with the subtraction. Every means should be used 

to bring him back, of course ; but let it be understood 

that he does not regain standing again until he has 

six attendance marks to his credit. 

In most schools, girls come regularly, and do the 

work well in comparison with boys, who are likely 

to fight a bit shy of Church 

- . . ' School, and all that it stands 

Good Standing ' 

for, unless they are appealed 
to indirectly. It has been found very helpful to 
bring the boys of the school under some compelling 
boys' organization. It may be the Boy Scouts, 
Knights of King Arthur, or that club which is espe- 
cially suited to boys in the Episcopal Church — the 
Galahad Club. 

Then let this club be so thoroughly well con- 
ducted, and so overpoweringly interesting, that every 
boy in the school will want to belong to it. Make 
faithful membership in the school the condition of 
membership in the club, and you have your boy; 
and you will keep him in good standing as inclina- 
tion to work is gradually increased, and the charac- 
ter of his work is gradually improved. And all the 



PRESERVATION OF RECORDS 65 

time, the club, while seeming merely to interest, is^ 
in reality, helping to develop the boy on his moral 
and spiritual sides. 

But all school records, kept scrupulously from 
week to week, are of little value unless they are pre- 
served. It will never do to 

All D . leave attendance cards, or rec- 

Aii Records 7 

ord cards, or anything else in 
the nature of record books, anywhere they happen 
to be. There should be a place for all these things, 
and they should always be in their place. That 
place naturally is the clerk's office in the parish 
house, where all clerical work is done. At the end 
of the year, record cards are filed away, the attend- 
ance cards are filed, and all marks are carefully pre- 
served in a large book especially provided for that 
purpose. At a moment's notice it is possible to give 
to anyone inquiring, the mark of a pupil for this 
year, for last year, or for any year the pupil has had 
membership in the school. And what is true in this 
respect is true about the record for offerings. The 
duplex system is used, and it seems to be coming 
into use, more and more. Each offering each Sun- 
day, whether for ourselves or for others, should be 
carefully recorded in a book, not merely for the sake 
of finding out how much each pupil gives, but also 
for the purpose of placing a sense of responsibility 
upon the pupil, by making him feel that we know 
what he ought to do, and how well and faithfully 
he is doing it. The attendance of the whole school 



66 METHOD 

ought to be taken into account, and recorded on a 
blank which is sent to the clerk, who transcribes 
this record into a book especially prepared, and sim- 
plified for the purpose of giving an accurate enrol- 
ment, and a complete record of attendance for every 
Sunday of the year. 

VI. METHOD IN GETTING RESULTS 

It will, of course, be understood that the keeping 
of records is not the main business of the school. 
It is a detail that needs attention, and careful atten- 
tion; but we are after results, and incidentally the 
record keeping serves that end, just as the chart at 
the patient's bedside serves the end of enabling the 
doctor to know what is the next step in his treatment. 

Our concern is the pupil, but the pupil's life 

centers in the home. It is necessary, therefore, to 

get into touch with the home, 
Dealing with , £ , , ,, , , 

AU J if we are to be thoroughly suc- 

the Home to J 

cessful in moulding the pupil's 
life. We need the influence and the cooperation of 
the parents. They ought to know what we are try- 
ing to do, and how we are trying to do it. They 
ought to be made to feel the spirit of the school, its 
seriousness, its care, and its worth; and all this they 
can be made to feel. Parents' meetings immediately 
come to mind — meetings when parents are brought 
together to be told about the school, and to be filled 



COMMUNICATION WITH PARENTS 67 

with interest and enthusiasm for it. There are other 
ways of reaching the parents that are less known and 
less followed. I refer to the employment of letter- 
writing, especially the sending of bulletins. At the 
opening of the year, for example, it is desirable to 
place before the parents the scheme of the year's 
work, and to call upon them for help. This can be 
done by means of a bulletin, printed, and sent to 
all the parents. And here comes in the necessity 
of having a card catalogue of pupils, with their 
parents' names. Then, from time to time, it will 
be necessary to send letters, calling attention to some 
particular need or departure; it may be the matter 
of discipline in some department of the school; it 
may be to call upon parents for assistance in some 
new venture. To meet this need, we have recourse 
to letters, not printed, but mimeographed or sten- 
ciled. Here comes in the necessity of being equipped 
with the tools to meet these needs. But better than 
all are the visits paid by the superintendent and 
the teacher and other workers, immediately after the 
new pupil enters the school, and repeated whenever 
occasion requires. The personal touch deepens the 
interest, and the personal word makes many things 
plain. So we get into touch with the home for the 
purpose of getting a firm grip on the boy or girl in 
the school, because we are after results, and the re- 
sults are enlarged by these means. 

We wish, also, to deepen and widen knowledge in 



68 METHOD 

the teachers. It is difficult under the graded system 

to have teachers' meetings in 

- . the old wav. A new method 

Conferences 

must be devised which will 
bring the teachers and officers together to discuss 
plans and methods, to talk over books and subject 
matter. Manifestly, the best way to get the teachers 
together for such a meeting is to arrange for a 
monthly supper, to be paid for in part, possibly, 
from church funds, partly by the teachers and 
officers themselves, the supper to be in charge of a 
committee, the composition of which shall change 
month by month. The supper brings the entire 
teaching staff together, and after the supper will 
come the informal discussion of whatever is brought 
up, that has to do with the welfare of the school. 
It would be a splendid plan to begin the year with 
the teachers in such a way, and then every month 
meet them again. These meetings can be supple- 
mented by conferences, held from time to time after 
the work is done on Sunday. The whole scheme re- 
sults in strengthening the sense of responsibility on 
the part of the teacher for her class, and for the 
morale of the entire school. 

We have spoken of the home, and of the teachers, 
and now we come back to the pupils again, to sug- 
gest a method by which their 
Honors & J 

interest can be deepened, and 
their loyalty to the school increased. We propose 



SCHOOL HONORS 69 

to give them honors : first, by printing in the Church 
School paper, quarter by quarter, on the Honor Eoll 
the names of all who attain a quarter's mark of 85 
per cent or over; from 85 to 95, Very Good; from 
95 to 100, Excellent. Then we propose also, at the 
end of the year, to give honor certificates for scholar- 
ship to all pupils in the Junior and Senior depart- 
ments: Highest Distinction for a year's mark rang- 
ing from 98 to 100; High Distinction for a year's 
mark ranging from 95 to 98. Furthermore, we pro- 
pose to give honor certificates for Perfect Attendance 
to all pupils present every single Sunday. This sys- 
tem of honors can be extended by awarding honors 
for Faithful Attendance, present all Sundays except 
one, and honors for Distinction, a year's mark rang- 
ing from 90 to 95. Here we have a system that cor- 
responds with the college cum laude, magna cum 
laude, and summa cum laude. There is no prize. It 
is merely a matter of honor, but the honor is valued 
more than the prize would be. 

There are no medals. There are no prize books, 
but there are rewards which come in the nature of 

promotion and graduation: pro- 
Rewards L or 

motions for all pupils attaining 
for the year a rank of 60 per cent, and graduation 
for all pupils in the senior class who have done the 
required work of their department for a required 
period of time. 



70 METHOD 

VII. METHOD IS THE OIL THAT LUBRICATES 
THE WHEELS 

The method that has been elaborated in this 
chapter need not be the one followed by every school. 
But some method is necessary. Now method means 
labor, and labor, if wisely directed, means results. 
That, remember, is what we are after — results. 
Method means a coordination of the work of teachers 
and officers and pupils, a coordination of the school 
with the home. Method means respect on the part of 
the pupils for the school of which they are a part. 
It means an active, a live, and an efficient school. 
[t means coherence, and harmony, and growth. 



CHAPTER VI 
Unification 

I. BUILDING THE SCHOOL INTO THE CHURCH 

The constant danger to be guarded against is 
that of creating the impression — quite unconsciously, 
to be sure, but, nevertheless, actually — that the school 
is an organization apart from, and independent of, 
the Church. It is evident that this has resulted, 
when pupils drifting away from the school, drift 
away from the Church also. It must always be held 
in mind that the school trains for the Church, is 
preliminary to the Church, and when pupils enter 
they are entering into active relationships with the 
Church. 

It becomes the duty, therefore, of those who are 
carrying on Church School work, to see that real 
relations are established between the school and the 
Church, that seasons are observed, and that the con- 
nection is made sure in ways that are later to be 
described. 

The task is not so difficult as it would seem, be- 
cause there are certain elements in the work of 
the school, which in and of 
J u . ' themselves contribute to the im- 

rICip 

pression that the school, in 



72 UNIFICATION 

reality, is a part of the larger work and the larger 

life which the Church as a whole stands for. The 

subjects taught, of themselves, have a more or less 

binding influence, because they are of the Bible and 

of the Church. Pupils cannot study one without 

feeling the need of, and force of, the other. The 

Bible leads to the Church, and the Church leads to 

the Bible. 

Another bond that works automatically is the 

time when the school meets, and the place where it 

meets. Church and the Church 

Place and Time a , -, -, , -, ,, 

... .. School are held on the same 
of Meeting 

day, and the periods for each 

precede or follow one another. The Church, and the 

meeting place of the Church School, are often one 

and the same, and even when this is not the case 

their proximity establishes a very close association 

between them. This, in and of itself, suggests a 

connection that has a certain subconscious influence 

upon the mind of the pupil. 

But above all is the educational emphasis which 

the school is constantly making in behalf of the 

Christian life. And the Chris- 
Educational ,. ,.„ ,. ., rj , 

_ . . tian life means, ordinarily, life 

Emphasis * J > 

through and by means of the 
Christian Church. Hence, it comes about that the 
pupils are reminded of the necessity of Baptism, 
and are prepared, for the reception of that sacrament 
in every case in which it remains to be administered. 
They are reminded also of Confirmation. They are 



SACRAMENTS—CHURCH SEASONS 73 

prepared for it. Xo pupil goes through the school 
without having this subject brought to his attention 
at the proper time. Those who are of suitable age 
are gathered into classes and taught, even though 
they have not decided to be confirmed by the Bishop. 
Thus they are made to feel that their life naturally 
grows up into the life of the Church; the Church 
lays claim upon their loyalty, and provides the 
means whereby that loyalty can be rendered through 
Baptism, Confirmation, and Holy Communion. 

So there are these natural ways in which the 
child is being steadily and effectively built into the 
fabric of Church life. And this is all very valuable, 
most important. Because this is so, it is well to 
consider whether or not there are other ways by 
which this unifying process can be furthered. Possi- 
bly there are points of contact that can be made be- 
tween the Church and the child, that will make him 
more ready to respond to the claims of the Church, 
and make him more at home when he has once been 
received into the Church family. 

Effective points of contact may be established 
between the school and the Church, by laying em- 
phasis upon the observance of 

The Church n , , , , ,, 

s Church seasons as phases 01 the 

Church life, in which the school 

as a whole can and does participate with gladness 

and perennial interest. It comes about, therefore, 



74 UNIFICATION 

that the school finds its way into the institutions of 
the Church, finds itself at home more and more in 
the Church as a part of its very life, as it partici- 
pates, year after year, in those seasons which appeal 
especially to the imagination and interest of child- 
hood. 

II. OBSERVANCE OF CHRISTMAS 

Chief of these seasons that appeal to the imagina- 
tion and interest of the pupil is Christmas. We 
have here a very great religious asset in the appeal 
which Christmas makes, through the Church, to the 
mind and heart of the child. No experience so gen- 
erally participated in by children is more intensely 
enjoyed than that which is prompted by, and goes 
along with, the observance of Christmas. Here, 
therefore, is an unusual opportunity for the Church 
to take up and carry over into the larger meaning 
of its life, the life and the interests of children. 

But this opportunity, because it is great, must 
be met in a large, comprehensive, and thorough way. 
It is a shame to take the child at Christmas, give 
him a bag of candy and a toy, then send him away 
with the feeling that there is nothing more. Christ- 
mas will never mean very much to him with such 
a celebration lingering in his mind. Nor will his 
imagination be lifted to a real vision of the possible 
meaning of Christmastide for him. Plan a big 
Christmas — not necessarily an expensive Christmas — 



THE APPEAL OF CHRISTMAS 75 

but a big and good Christmas, with whatever is done, 
done right and well. 

With the mind filled with expectancy and eager- 
ness, the school has an easy task in preparing a 

festival that will touch, with 
Wonderful Power n .. - .. 

f A . more or less satisiaction, every 

pupil in the school, since there 
is no other observance in the whole Christian year 
that comes with such unusual power of appeal as the 
observance of Christmas does. This makes the task 
easy, in a way, because always the first difficulty that 
confronts us when we approach children is the diffi- 
culty of interesting them, and of finding something 
that appeals to them, something that makes a point 
of contact between the thing we want to do, and 
their own experience. But when we come to Christ- 
mas, the pupils are ready for us. They are eager 
for what we have to give, and they are responsive to 
the last degree. 

So it is understood that our Christmas celebra- 
tion will be a comprehensive, educational, and ade- 
quate celebration. This, how- 
Plan in Time , , , , 

ever, cannot take place unless 

plans are made. Plans are important, always; and 
here, as elsewhere, plans should be laid and made 
in time. It is none too soon to appoint a committee 
to talk over certain features of the Christmas enter- 
tainment, within four weeks after the opening of the 
school in the autumn. This committee ought to be 



76 UNIFICATION 

on the lookout for ways and means. "Plan early/' 

is important advice. 

If it is intended to have a Christmas Tree of the 

old time, then possibly it will not be needful to plan 

very far ahead ; but the old time 
The Christmas Tree ^ . . . , -. n 

r *u ^.j -r -^ Christmas tree has passed, and 
of the Old Time L 7 

it ought to pass. After all the 
good things in its favor have been said, the fact re- 
mains that it never did, and never can, fulfil the 
highest purpose. To be sure, it is a fine sight to see 
a tree laden with toys, and many eager eyes strained 
to detect amidst the flickering lights the presents in- 
tended for this or for that pupil. But one cannot 
escape the feeling that, underneath all this acute- 
ness of interest, there lies a great deal of selfishness, 
and the possibility of something that is rather more 
tragic in its character: that of bringing to over- 
expectant boys and girls who have very little, keen 
disappointment and even heart-breaking sorrow if 
they, by an oversight in some way or other, do not 
receive the present which they have allowed them- 
selves to believe would come. As a spectacle, the 
tree is beautiful; but, to be retained, it ought to be 
put to other use. 

By all means let us retain the tree in all its 
beauty and brilliancy. Let us make it possible for 

the children to throw about it 

The Christmas Tree „ ,, . ,. * , n . 

r .. K . _. all the imagination 01 their 

of the New Time & 

ardent minds, but let us make 
it minister to the larger, unfolding life of unselfish- 



THE RELIGIOUS ELEMENT 77 

ness, which the Church and her teaching ought al- 
ways in some way to encourage. Let us have the 
Christmas tree, possibly as the central imaginative 
feature of the celebration, but only as a feature; and 
let us build up around it other details that will all 
tend to make the observance of Christmas stimulat- 
ing, wholesome, and fine. 

Just what is meant by the Christmas tree of the 

newer time, will be explained as we go on to elaborate 

The Elements in a program that meets the sit- 

a Good Christmas uation as it ought to be 

Celebration met. 

(a) The Religious Element. The first element in 
every Christmas celebration should be one that strikes 
a religious note. Hence, attention is turned to a 
Christmas service held, preferably, on Christmas 
Eve, in spite of objections to the contrary. It will 
be said that the children cannot come, that the par- 
ents are too busy getting ready for Christmas, and 
many other objections will be made. Disregard 
them. The time for the religious service is Christ- 
mas Eve; not Christmas Day, not Holy Innocents' 
Day, nor St. John's Day, but Christmas Eve, even 
though it does cause inconvenience, and even though 
it breaks into the plans that we have just a few 
precious hours left to complete in our own homes. 

Five or six weeks before the twenty-fifth of De- 
cember, take time on Sundays to practise carols, and 
be sure they are good carols. The old English carols 



78 UNIFICATION 

are the best. The modern carols in comparison are 
inferior. Take such a list as this :* 

The first Nowell. 

Good King Wenceslas. 

We three kings of Orient are. 

As Joseph was a-walking. 

God rest you merry, gentlemen. 

What Child is this? 

It is an easy matter for a school to provide itself 
with a most satisfactory Christmas Carol booklet 
with words and music at a very reasonable price. If 
the school has money in the treasury, and wishes to 
spend some of it on an attractive Christmas pro* 
gram, which is a most desirable thing to do, an order 
such as this can be arranged: 

Processional Hymn: come all ye faithful. 

Versicles. 

Carol: Christmas morn. 

The prophecy of Christ's Birth: Isaiah 

ix:6, 7. 
Carol : The first Nowell. 
The story of Christ's Birth: St. Luke ii: 8-21. 



* Others equally attractive may be found in Novello's 
publications, the H. W. Gray Co., Agents, 2 West 45th 
Street, New York City. This firm is putting out Christmas 
Carol Services with music, the selections being high grade 
in character. There are seven of these Christmas Carol 
Services, and they can be bought for $2.50 per hundred. 



CHKISTMAS PROGRAMS— CATECHISM 79 

Carol: Good King Wenceslas. 
Creed and Prayers. 

Carol : God rest yon merry, gentlemen. 
Address: A Christmas story. 
Lighting the tree: organist plays Pastoral 
Symphony from the Messiah.* 

Carol: It came upon the midnight clear. 

Christmas Catechism: 

Q. What is Christmas? 
A. Christmas is a Church Festival observed 
on December twenty-fifth. 

Q. Why is it a Church Festival? 

A. Because on this day the Church cele- 
brates with joy and gladness the Birth- 
day of our Lord. 

Q. Hoiv does the Church observe the Day? 
A. By having special services, and celebra- 
tions of the Holy Communion. 

Q. What else is done? 

A. Churches are decorated with green, as a 
sign of the eternal nature of our Lord. 

Q. What color is used on the altar? 
A. White, the sign of joy and purity. 



* This has been for years a pleasing feature of the 
Christmas Eve service in St. James' Church, Roxbury, Mass. 



80 UNIFICATION 

Q. What are the days following Christmas 
Day called? 

A. Christmas-tide, which lasts until Epi- 
phany, January sixth. 

Q. What does the word Christmas mean? 

A. The first part means Christ; the last 
part, mas, means a Church Festival 
or Feast. 

Q. Why do people make gifts on Christmas 
Day? 

A. In memory of God's gift to us, on that 
day, of His Son, whose life makes our 
own happy. 

Q. How may we show our happiness? 

A. By making gifts to God of ourselves in 
worship, and by Christmas offerings 
placed on the altar. 

Q. Is it better to give than to receive? 

A. Yes, because we are asked to remember 
the words of the Lord Jesus, how He 
said, It is more blessed to give than to 
receive. 

Let us then present our gifts as offerings to 
God. 

Offering : 



CHRISTMAS CAROLS AND STORIES 81 

Carol: We three kings of Orient are. (To 
be sung while the offering is being pre- 
pared.) 

Offering Hymn: First verse of 478. 

Benediction. 

After the benediction, a quartette will sing 
in the chapel: Silent Night. 

Eecessional: little Town of Bethlehem.* 

The carols which these services include are well 
rehearsed beforehand, preparatory to a hearty and 
joyous rendering on Christmas Eve. This service 
is to strike the religious note — a service of song, of 
prayer, of Bible reading, and of story: that is to 
say, the Christmas Story as it is given to us in the 
Gospel, or some other story which comes with a 
Christmas message, ought to be told. 

The Christmas story ought to be practically com- 
mitted to memory and told, never read, to children. 
This feature of the program is an important one, 



* T. R. Marvin & Son, 73 Federal Street, Boston, are 
prepared to print, with specially designed covers, Christmas 
programs that will meet the requirements of good taste and 
artistic production. The Lenox Manufacturing Co. of Plain- 
field, N. J., produces covers in which printed Christmas 
programs can be bound. These covers are very attractive, 
and are fairly reasonable in price. 



82 UNIFICATION 

and comes home to the minds and hearts of children 
and of adults alike.* 

To the eye, the most attractive feature of the 
service is, of course, the Tree which stands in the 
chancel between the choir stalls, beautifully dec- 
orated, ablaze with lights; but it stands as a spec- 
tacle merely, appealing to the fancy, arousing the 
imagination, delighting the eye. At a certain time 
in the service the lights of the Church are turned 
down, and the lights of the Tree are turned on. 
There is a deep hush throughout the church, the or- 
ganist plays the Pastoral Symphony from the Mes- 
siah, at the conclusion of which the lights in the 
entire church are turned on, and the service pro- 
ceeds, the pent-up feeling finding natural expression 
in the joyous singing of some suitable carol, during 



* A Christmas story, most appealing, is "Why the 
Chimes Rang," published in book form and written by Ray- 
mond MacDonald Alden. In the Christmas number of the 
"Ladies' Home Journal," published December 15, 1910, is 
a beautiful little story entitled "The Little Boy They J 
Turned Away," adapted from the German by Elizabeth' 
Harrison. And in the 1912 Christmas number of the "Ladies' 
Home Journal" there is a very good story entitled "The Serv-J 
ing Lad of the Inn." Every year the best magazines and 
periodicals print some one story that is particularly well 
suited for reproduction at the children's Christmas Festival. 
Other excellent stories are to be found in "The Potato 
Child," by Mrs. C. J. Woodbury, and published by Paul 
Elder & Co.; "The City That Never Was Reached," by J. T. 
Stickney, and published by the Pilgrim Press; a children's 
"Book of Christmas Stories," compiled by Dickinson & 
Skinner, published by Doubleday, Page & Co. 



GIVING RATHER THAN RECEIVING 83 

which opportunity is taken to introduce the next 
feature, which constitutes the second element in a 
good Christmas celebration. 

(b) The Missionary Element. For days, possibly 
for weeks beforehand, pupils have been interested 
in the subject of making gifts to other people, and 
the Tree is to receive their gifts. It is not to be a 
giving Tree; it is to be a receiving Tree. Led by 
their teachers, the pupils select some object to which 
they desire their gifts to go. It may be the Day 
Nursery, the Hospital, the Associated Charities, the 
Children's Home, the District Nursing Association, 
a crippled boy, a man suffering from tuberculosis, 
who needs to be fitted out for a sanatorium, with 
warm clothes and blankets. Or they may simply 
bring, without reference to any particular object, 
clothes, provisions, food, fruit, toys, or money. 

At the appointed time, during the singing of the 
carol referred to above — "We three kings of Orient 
are" — they are all presented. A committee of two 
from each class walks up the aisle, proudly carrying 
a basket, — decorated with red crepe paper and garn- 
ished by a spray of holly, — which contains the gifts 
of the class. Sometimes the procession of basket 
carriers reaches the entire length of the middle aisle, 
and it is an impressive, inspiring, and a gladdening 
sight, rendered so, not only by the things that are 
brought, but also by the gladness and joy manifest 
in those who are making the presentation. And in 



84 UNIFICATION 

this feeling all share, since all have made some con- 
tribution. 

If it is desired to fill the minds of the children 
with the greatest degree of happiness in connection 
with gifts, the way to do it is to teach them to give. 
Giving enlarges their outlook, and their capacity for 
service; receiving narrows it down to selfish propor- 
tions. Besides, the joy of receiving is nothing in 
comparison with the joy of giving. This feature of 
the service is properly called a missionary feature, 
because others are held in mind. The movement of 
desire is away from self, to those who are unfortun- 
ate, unhappy, sick, in homes where struggle and pov- 
erty are intense and very real, and in institutions 
where the unfortunate are gathered together. No 
better training to develop the missionary instinct is 
possible, than that which is associated with a Giving 
Christmas in the Church School. 

After the gifts have been presented at the Tree, 
they are distributed by a competent committee, so 
that everything is sure to reach the destination de- 
sired by the givers. 

(c) The Social Element. The religious and mis- 
sionary notes in the Christmas celebration are struck 
on Christmas Eve. Both are parts of the same ser- 
vice. The social comes in later, and it must provide 
for the happiness of the children of the school, young 
and old. Possibly it is best done if two programs 



CHRISTMAS ENTERTAINMENTS 85 

are devised, one for the younger, and one for the 
older part of the school. 

The Younger Part. It is better to have the enter- 
tainment for the younger pupils of the school in the 
afternoon, with some simple feature to amuse the 
children for three-quarters of an hour or so. It is 
possible here to produce a little play, or an operetta, 
or a program composed of songs, recitations, dia- 
logues, and so on. A dramatization of Alice in Won- 
derland is appealing. A Punch and Judy show, with 
the coarser elements eliminated and Christmas fea- 
tures introduced, is interesting. Christmas stories 
illustrated with a lantern hold attention. A story 
teller, who has the rare gift of telling stories well, 
is impressive. After the entertainment of the after- 
noon, the children each receive a small box of candy 
at the hands of Santa Claus, and then leave, happy 
and satisfied with the Christmas entertainment. Ad- 
mission to this entertainment is, of course, by ticket. 
Tickets are held by the pupils, and only the holders 
of tickets are given the candy. 

The Older Part. The entertainment for the older 
part of the school must be different. It must be 
more elaborate, and a longer time will be required in 
preparing it. It will be held in the evening, in a 
large parish house if there is one, or in a hall. The 
entertainment will be a drama, especially appro- 
priate. A little ingenuity and pains will result, in 



86 UNIFICATION 

any given instance, in the production of an interest- 
ing play for the older part of the Church School.* 

Following this, there may be dancing in the hall 
from nine until eleven. This feature naturally rounds 
off the social spirit of the evening, and adds the final 
factor in a satisfactory Christmas entertainment. 

Thus have we woven into our Christmas observ- 
ance three elements: the religious, the missionary, 
and the social ; we have had a celebration that touches 
the deeper and the lighter moods; we have satisfied 
the pupils. Not only so, but the Church, through the 
particular way that Christmas is interpreted to the 
pupils, has gained a new hold on the interest of those 
who have participated in the celebration. 

IN. THE OBSERVANCE OF LENT 

Obviously, when we come to the penitential sea- 
son of Lent, we enter upon quite another field. Here 



* Dickens' "Christmas Carol" can be rendered with good 
effect. The Kev. Philo W. Sprague of Charlestown is about 
to publish a Christmas play, "The Song of Two Children," 
that is admirably adapted to this purpose. From the 
Christmas book of scenarios, published by the Agency for 
Unpublished Plays, 41 Concord Avenue, Cambridge, Mass., 
valuable suggestions for Christmas entertainment can be 
obtained. The compilers of that little pamphlet have sug- 
gestions for several miracle plays which, if done well, are 
very desirable, or suggestions can be found in the current 
Christmas numbers of periodicals. "Eager Heart," a Christ- 
mas Mystery Play, may be produced under certain restric- 
tions, by permission of the author, A. M. Buckton, through 
the publishers, Chappell & Co., 41 East 34th Street, New 
York City. 



LENTEN PROGRAMS FOR PUPILS 87 

the effort must be to deepen and make real the reli- 
gious consciousness, to awaken the sense of duty to 
the Church, to others, and to one's self. 

It is well to plan here, as elsewhere, to let the 
pupils know that you have been thinking about how 

_. . _ they are to keep their Lent, 

The Lenten Card 

as well as how the elders 

are to keep theirs. On the Sunday preceding Ash 

Wednesday, you will place in their hands a Lenten 

card, devised especially for them, simple but helpful. 

This Lenten card will outline a Lenten program to 

be followed in worship, in prayer, and in giving. It 

will also list a series of Friday afternoon services, 

giving the subjects of the talks. To be explicit, here 

are the outlines of two Lenten programs : 

A LENTEN PROGRAM IN FOUR PARTS 

Part I. A Prayer that every young Christian 
ought to pray every day : Almighty God, make us to 
hate that which is bad in thought, word, and deed; 
make us to love that which is good ; make us to stand 
up for the right and the true, as brave soldiers of 
Christ: and, day by day, make us faithful members 
of His Kingdom, the Church; through the same Thy 
Son Jesus Christ our Lord. Amen. 

Part II. Two Lessons that every young Chris- 
tian ought to study every day: 

Lesson 1 . My duty towards God, etc. 
Lesson 2. My duty towards my neighbor, etc. 



88 UNIFICATION 

Part III. Seven talks, that every young Christ- 
ian ought to hear on the seven Friday afternoons in 
Lent: 

Subject : 

"The fortunes of a discontented boy." 

Friday, Feb. 23, Tired of home. 

Friday, March 1, The lights of the city. 

Friday, March 8, Every penny gone. 

Friday, March 15, No friends. 

Friday, March 22, An aching heart. 

Friday, March 29, A great surprise. 

Friday, April 5, The Truth found out. 

Part IV. Seven Services on the seven Friday 
afternoons in Lent, at half past four, that every 
young Christian ought to attend. 

Conclusion 

"Be thou faithful unto death, and I will give thee 
a crown of life." 



Program 

A Lenten Catechism 

Q. What is Lent? 

A. Lent is a season of special training. 

Q. Training in what? 

A. Duty, service, worship. . - . - 



LENTEN CATECHISM 89 

Q. What are the rules for training in duty? 
A. They are two: 

1. "Thou shalt love the Lord thy 

God with all thy heart, and with 
all thy soul, and with all thy 
mind/' 

2. "Thou shalt love thy neighbor as 

thyself." 

Q. What are the rules for training in ser- 
vice? 

A. They are two: 

1. The rule of doing: "Do unto all 

men as ye would that they should 
do unto you." 

2. The rule of giving : "Eemember the 

words of the Lord Jesus, how 
He said, it is more blessed to 
give than to receive." 

Q. What are the rules for training in wor- 
ship ? 
A. They are two: 

1. The heart rule: God is a spirit, and 
they that worship Him must 
worship Him in spirit and in 
truth; that is to say, not with 
the lips only, but with the heart, 
deeply and really. 



90 UNIFICATION 

2. The rule of the good life: Wor- 
ship the Lord in the beauty of 
holiness; that is to say, with 
clean mind, pure heart, loving 
thoughts and a good life. 

Q. What can you do to help your training in 
duty, service and worship? 

A. Pray each day in Lent this prayer: 
God, Heavenly Father, lover and 
helper of all Thy children, we ask 
Thee to make our hearts feel keenly 
Thy life within our own; that we may 
know that we have strength through 
Thee to do our duty, to help every- 
body, and to worship Thee, our Lord, 
our Father, and our God. We ask it 
for the Saviour's sake. Amen. 

Yes, you say, but how are we going to get the 

pupils to come to these services? That is a difficult 

problem indeed. Those who 

.... ' are interested, will come. Those 

of Attendance * 

who are not, are likely to stay 
away. Play interests easily obscure religious duties. 
Is there a legitimate appeal that can be made to the 
heedless which will help them to remember? Yes. 
there is the custom of making a record of attendance. 
The Lenten cards are so arranged on the back page 
that small pictures, artistic in design and attractively 
executed, can be pasted on in squares provided to 



ATTENDANCE ON LENTEN SERVICES 91 

receive them, one for each Friday afternoon.* The 
subjects are always Biblical, and are in series. Such 
pictures are inexpensive, and afford just that little 
added touch of interest which makes it easier for 
many boys and girls to remember the service, and 
come. In and of themselves, they have absolutely 
no value. Their worth is in what they accomplish. 

All along, attention is repeatedly called to the ser- 
vices in the Church School announcements, and on 
Friday afternoons. Parents are appealed to, and 
asked to cooperate. A letter, even, is addressed to 
them at the beginning of Lent, asking them to come 
with their children, with the result that the attend- 
ance is obviously increased. 

The last service is on Good Friday afternoon, and 
the attendance at this will be all the larger if, week 
after week, attention is called to it, and the pupils 
are prepared to attend when the day comes. 

Here again the Church and the school are coming 
very close together. The observance of Lent is just 
as real on the part of the pupils as it is on the part 
of the Parish as a whole. Special provision is made 
for them along the lines of their own interests, and 
thus the way is paved for that mature observance 
which naturally comes, when they take their places 
as confirmed members of the Church. 



* These pictures, in stamp form, are made in England, 
and are sold here by the Rev. Francis L. Beal, East Cam- 
bridge, Mass. 



92 UNIFICATION 

IV. EASTER 

The school that does not make provision for a 
joyous and elaborate celebration of Easter, misses an 
opportunity. For weeks beforehand, time ought to 
be taken to practise Easter carols, and so prepare 
well for the musical feature of the celebration. 

Attractive programs, if the school has plenty of 

money, may be placed in the hands of the pupils, 

and these serve a double pur- 
Programs 

pose. They have the order of 

service with carols printed, and, because of the beau- 
tiful covers, they serve as souvenirs of the day. You 
may go into homes years afterwards, and find on the 
parlor table these programs saved up, Easter after 
Easter, as treasures to be guarded always. If the 
funds are limited, very attractive programs with the 
words and music can be bought at a low price. These 
will remain the property of the school, and be used 
from year to year; the souvenir feature of the ser- 
vice will then have to be supplied in some other way. 
This can easily be done, if the superintendent desires 
himself to give a small Easter card to each officer, 
teacher, and pupil of the school at the close of the 
service.* 



* T. R. Marvin & Sons of Boston print attractive pro- 
grams; Novello & Co., New York, supply programs with 
words and music for $2.50 per hundred; MacCalla & Co., 
Philadelphia, and Goodenough & Woglom, 122 Nassau 
Street, New York, furnish Easter cards at a very reason- 
able price. 



EASTER SERVICES 03 

If some other method is desired instead of this, 
one can resort to the custom of giving plants, which 
is followed in many schools. It is rather more ex- 
pensive, because plants cost considerable, and it is 
not so easy to give out the plants as it is to give the 
Easter cards. 

But let us come back to the service. It is held in 
the afternoon on Easter Day. Pupils are assembled 

„ , M half an hour before the time. 

The Service Itself 

Carols are distributed. A pro- 
cession about the church is arranged. The choir 
is on hand to lead, and everything is in readiness. 

„ _ _. ^ ^ . The order of service is compre- 
The Order of Service 1 .. _ __ _ , r 

hensive if followed as here out- 
lined : 

Processional: Near the tomb where Jesus 
slept. 

Carol: Sing we now our hymns of gladness. 

Carol: Let the merry church bells ring. 

Versicles. 

Carol : The Easter light adorns the hills. 

Lesson: St. John xx:l-18. 

Carol : Awake, awake, glad Easter morn ! 

Creed and Prayers. 

Carol: Break forth into singing, ye isles of 
the sea. 

Announcements. 

Carol: Ye happy bells of Easter Day. 

Address. 

Carol : Christ is risen ! Lift the song. 



94 UNIFICATION 

Easter Catechism: 

Q. What great festival of the Church do we 
celebrate to-day? 

A. We celebrate Easter. 

Q. Why do we celebrate Easter? 

A. In honor of our Lord's resurrection from 
the dead. 

Q. What rank has Easter among the Holy 
Days of the Church year? 

A. It is the greatest of them all. 

Q. Hoiv is it celebrated? 

A. It is celebrated with great joy and glad- 
ness. 

Q. Why is it so celebrated? 

A. Because our Lord's rising from the dead 
was proof that death is not to be the 
end of our lives, any more than it was 
the end of His. 

Q. Why is the Church decorated on Easter 
Day? 

A. The Church is decorated on Easter Day 
with flowers and plants; because they 
make us think of the Eesurrection. 



EASTER OFFERINGS 95 

Q. What can we do to help make the far- 
away people happy over the good news 

of Easter? 

A. We can help by aiding with money the 
ministers, teachers, and doctors who 
are telling the good news all the time 
to the far-away people. 

Q. How can we do this? 

A. We can give our Lenten offering. 

Offering. 

Carol : Alleluia ! Alleluia ! Alleluia ! 

Benediction. 

Eecessional: Christ the Lord is risen again. 

The Lenten offering is always an important fea- 
ture of the Easter service. The pupils have been 

_, ^^ . gathering this, day after day, 

The Offering % . ° J J ' 

during the season oi Lent, ana 

they have been reminded to bring their mite boxes 
at Easter, for the purpose of making their gift an ex- 
pression of gratitude for the blessings which the day 
suggests. Ample provision should be made before- 
hand to take it up. Alms basins of ordinary size 
will be inadequate; special baskets ought to be ready 
for use. And then, at the conclusion of the service, 
the offering ought to be turned over to a special com- 
mittee, so that the hundreds of pennies and nickels 
and dimes can be counted easily and quickly, and the 



96 UNIFICATION 

result reported to the school on the following Sunday. 
Here, as in the Christmas celebration, we have the 
religious and the missionary elements. The religious 
is expressed in the Easter carol service, and the mis- 
sionary in the offering that is brought to be sent to 
the Board of Missions, through which to find its way 
to needy fields at home and abroad. Here, again, 
the Church and the school are brought very close to- 
gether in the Easter celebration. 

It must be apparent from what has been said 
now, at some length, that it is quite possible to build 

. . the school into the Church in 

Conclusion 

a very real way by making con- 
nection, especially at Christmas, in Lent, and at 
Easter, between the school and the Church, in the 
observances that are planned for these respective 
seasons. 



CHAPTER VII 
Conservation 

I. A FUNDAMENTAL PRINCIPLE 

In the Church School, as elsewhere, conservation 
aims at the preservation of values — not, however, 
mere values, but values that have productive power. 
Hence we may justly expect, as a result of such 
power, that the institution whose life we are eager to 
further may derive special strength and help if its 
resources are understood, and used with reference to 
the particular end in view. 

The first result of making the most of what one 

has in a school is the elimination of waste, by the 

lamest possible increase in 
Efficiency & r . 

product. That is to say, every 

agent is capable of a minimum and a maximum. The 
minimum means waste, the maximum means effi- 
ciency. So in the Church School, we are after this 
maximum of use in the operation of whatever agents 
may be employed to further a desired end. If there 
are societies, clubs, and organizations that have a 
contributing power, ordinarily disregarded and regu- 



98 CONSERVATION 

larly unused, then the value that lies in these should, 
according to the principle of conservation, be related 
in some way to the major work. Just now and for 
our purpose, by major work we mean the work of the 
Church School, and we are after efficiency here — not 
a mere routine, but a routine that is so comprehen- 
sive, persistent, and well-ordered that results measure 
up to something like an ideal realization of the plan. 

Probably there is no factor contributing so 
much to waste as that of permitting the existence 
of loose ends, which are never 
gathered up and knit into the 
fabric of the whole. Every beginning implies an 
ending, and every ending must in some way be re- 
lated to the beginning and to the process that inter- 
venes, and every process to the unity of the scheme. 
A fundamental problem is that of relating all the 
parts in such a way that the system, as such, coheres, 
has unity, persists, endures year after year. 

The test then of the principle suggested by con- 
servation is, whether it produces efficiency and co- 
herence. These two results are ever to be kept in 
mind, and whatever steps must be taken, to insure 
their presence in the work we have to do, cannot be 
neglected. An examination of the school we are try- 
ing to conduct will reveal at a glance, at any time, 
whether or not efficiency is present and coherence is 
strong. 



THE FONT ROLL 99 

II. CONSERVATION THROUGH EDUCATIONAL 
INTERESTS 

Having laid down the general principle, and two 
points at which it comes to light, namely, in effi- 
ciency and coherence, we are ready to pass on to the 
consideration of definite and practical matters, which 
bear directly upon the conservation of Church School 
values. 

One hour a week is usually the time at our dis- 
posal for teaching, and for shaping the character of 
boys and girls who are members 
E ten * °^ ^ e sc k°°l- ^he question 

comes, as to whether or not it is 
possible to get hold of the pupil before he enters the 
school, and to go with him after he leaves it. The 
periods are so short, and the sessions so few, that it 
seems almost necessary to supplement both by other 
activities, that will in a way work into the larger 
life of the school, and so react to advantage upon 
the life of the pupil. 

(a) Font Roll. If we are to take the pupil be- 
fore he comes into the school as a regular member, 
the way to do it is by means of the Font Eoll, or 
Cradle Eoll, though Font Eoll is a better name. The 
method of operating it is simple and easy. Anyone 
who has a little time to spare, a shut-in, or some per- 
son eager to give service that cannot well be rendered 
by taking much time outside the home, can carry on 
the work. 

"When children are brought to the church for bap- 



100 CONSERVATION 

tism, their names are handed to this secretary of the 
Font Koll, who thereupon notifies them that they 
have been enrolled as members; a greeting card is 
sent; and each year, as the birthday comes round, 
the parents are made to feel that the child is remem- 
bered, and that the time is looked forward to when 
the boy or girl will find a place in the life of the 
school. This attention, simple as it is, serves, never- 
theless, to fix the interest of the parents in the 
school, and so predisposes them to give attention to 
the matter of placing the child in the school at the 
earliest possible moment. Not only that, but such 
parents have a kindly feeling toward the school which 
already has shown so much interest in the child. This 
fact is worth while, because it means ease in getting 
cooperation from the parents, which is often so es- 
sential in keeping the connection close between the 
school and the home.* 

(b) Home Department. The Font Eoll antici- 
pates the school. There is another department which 
follows it up, the so-called "Home Department," the 
aim of which is to reach, "with the helpful influ- 
ences of religious education, those persons who do 



* Full information concerning the operation of the Font 
Roll can be found in Chapter 7, page 151, of William Wal- 
ter Smith's book, "The Sunday School of To-day." The 
material required for the operation of this department is 
noted, with illustrations in Department 8, page 253 of 
"A Hand Book of the Best Sunday School Supplies," New 
York Sunday School Commission. 



THE HOME DEPARTMENT 101 

not attend the Church School, whether prevented by 
occupation, illness, family cares, distance from the 
Church, or other good causes, or simply by prejudice 
and indifference." * 

Little time is required to carry on this work suc- 
cessfully, so far as the pupil is concerned, and the 
method is so simple that it commends itself easily. 
One hour each week in the study of some graded 
lesson is the requirement, the fulfilment of which 
constitutes membership in the Home Department. 
Lesson helps are of course provided, and forms are 
furnished for reports. Persons appointed by the 
School superintend the lessons, and visit the pupils 
to give aid and encouragement, or, possibly, to be 
of service in other ways. 

The value of this sort of work is seen in the fact 
that the University of Chicago Press has a system 
developed for the express purpose of furthering the 
home study of the Bible. A number of different 
courses are arranged, and these are carried on each 
year with the aid of directions for study printed in 
the manual used. 

It is a fact that there is a break, abrupt and final 
from the school life when young men and women 
come of age; and if this cleavage increases as time 
goes on, it would seem as if the Home Department 
might do very much to bridge the gap, and to main- 



Page 152 of "Sunday School of To-day/' Smith. 



102 CONSERVATION 

tain a more or less real interest in the school by 
furthering the study of the Bible at home.* 

It may be objected, however, that these two in- 
terests are rather remote to receive great attention., 

^ , and their value to the school too 

Summer School . 

questionable to justify a large 

outlay of time or expense. If this is true, and the 
intention is to concentrate upon something that is 
nearer at hand, and more obviously related to the 
school at the moment, one has but to mention Sum- 
mer School — a school on weekdays — to get the feel- 
ing that here is something immediately practicable, 
that has within it the possibility of large contribut- 
ing value. 

Term. If one is contemplating the starting of 
such a school, the time to begin is early in July, per- 
haps two weeks after the closing of the day school. 
Pupils in that length of time have had a chance to 
rest a bit. Moreover, they are somewhat eager for 
an opportunity to employ their time regularly, and 
parents are only too ready to have means provided 
whereby the younger members of the family can be 
profitably occupied during a part, at least, of each 
day, for five days in the week. So the term might 



♦In William Walter Smith's "The Sunday School of 
To-day," pages 152 to 160, a full description is given of this 
subject and certain rules are laid down and other helps 
are suggested for the furtherance of the work, while on 
page 280 et seq. in the "Handbook of the Best Sunday 
School Supplies," one finds a description with illustrations 
of still other material. < « 



THE SUMMER SCHOOL 103 

properly begin about the tenth of July, and continue 
for six weeks into August. 

Course. Such a course of study will be arranged 
as will supplement to some extent the work regularly 
done in the lower grades of the Sunday School, and 
possibly it may be wise to suggest that, if this work is 
done and done satisfactorily, pupils who have failed 
to pass the work of the preceding year will be al- 
lowed, in recognition of faithful work done during 
the summer school session, to go on as if promotion 
had been normally earned. The course will vary nat- 
urally according to the needs of the school, and in 
keeping with the character of the work which the 
school carries on. In general, however, one might 
suggest these as the main lines to be followed in the 
arrangement of the curriculum: missionary study, 
Bible story telling, memory work, hymns, collects, 
singing, manual work. It is possible to make ham- 
mocks and toys to be sent away in the missionary 
box, and it is possible, furthermore, to train classes 
in punctured brass work, and basket making, so that 
articles may be made for the next Church Fair. 
Thus the pupils are related, both to the larger life 
of the Church through the missionary effort, and to 
the home life of the Church by the things made for 
the Fair. An ample recess breaks the session, which 
usually lasts from nine until twelve. 

Teaching Staff. Teaching is done preferably by 
regular Church School teachers, but, if it is difficult 
to find those who are able to continue work in the 



104 CONSERVATION 

summer time, it is well to take from the higher 
grades of the school young men and women who can 
give their time. The work must be carefully super- 
vised by some one person who is responsible for it; 
otherwise, the possibility, which is large, may shrink 
into very small proportions, so far as the actual good 
accomplished is concerned. 

End of the Term. Coherence i4 given to the 
whole plan by having it understood all along that 
there is to be an exhibition at the end, when the man- 
ual work will be displayed, and hymns will be sung, 
memory work will be recited, and other features in- 
corporated in the life of the school will be exhibited 
to parents and to friends, gathered for the purpose 
of participating in the exercises of the closing day. 
This gives a sense of importance to the work, and 
stimulates the pupils to added interest in it. 

III. CONSERVATION THROUGH RELIGIOUS 
SOCIETIES 

Oftentimes the school is the only hold the parish 
has upon the life of the boy or the girl, and, conse- 
quently, if this hold is loose, it is "touch and go" 
with the child. It is expedient, therefore, to bring 
other interests to bear upon the life of the pupil, that 
will tend to strengthen the bond which unites him to 
the parish. This result can be brought about by in- 
teresting pupils in other societies. 

Girls oftentimes come from homes that have no 



RELIGIOUS SOCIETIES FOR GIRLS 105 

connection whatever with the parish. They come be- 
cause their friends come, or for 
Societies for Girls ,_ _ . .. . 

other reasons. Their religious 

life at home is neglected. Their idea of the work of 
the Church is dwarfed. Their understanding of the 
meaning of the Church's work is meagre. Therefore, 
their sense of connection with it all is proportion- 
ately weak. But this situation can be changed ma- 
terially by bringing girls into membership in the 
Junior Auxiliary. Here they are taught the mean- 
ing of the Missions of the Church. The work at 
home and abroad, and the interest aroused by the 
teaching, is made real by the actual work which they 
are led to do, in sewing and preparing boxes to be 
sent to the colored children of the South, the red 
children of the Plains, or possibly the yellow children 
across the Seas. The spirit of devotion is cultivated, 
and much strengthened, by participation in the work 
of the Junior Auxiliary. 

Girls' Friendly Society. Another society, differ- 
ent in character but helpful also, is the Girls' 
Friendly Society, which begins with very young girls 
who are in the habit of meeting on one weekday after- 
noon to be instructed in the objects and rules of the 
"Friendly." The emphasis here is very distinctly 
upon the personal side of religion — character, good 
morals, responsibility one to another, helpfulness one 
to another. They start in as candidates, and move 
on to the rank of probationers, and in due course of 
time are admitted as members. But the first stages 



106 CONSERVATION 

deal with the younger girls and in the afternoon, so 
as to discourage attendance on meetings in the even- 
ing. Here again the girl feels through this organiza- 
tion a sense of the enlarged influence of the Church 
School, and is drawn more surely to the life of the 
school, and is helped more really to a staying faith 
in the truths for which the school stands, and which 
it tries to inculcate. 

What is true of girls is likewise true of boys. 
Those keener spirits that are in search oi some prac- 
tical thing to do to further the 
Societies for Boys ... „ ,-, 1 1 , . 

life oi the school, and to give 

expression to their own deep, though often unex- 
pressed and unconfessed religious feeling, will find 
in the parish organization for boys just the field they 
need. Unfortunately, there is not here quite the 
same opportunity along distinctly religious lines, as 
one finds in work for girls. There is opportunity, 
nevertheless, for one needs but to mention the Junior 
Brotherhood of St. Andrew, which lays distinct em- 
phasis upon the inner life of prayer, and the outer 
life of service. Boys are furnished the opportunity 
to serve through the necessity of looking up absentees, 
and of drawing into school membership boys who do 
not go to the Church School. If such activity is fur- 
thered by a wise and loving man or older boy, it be- 
comes a very real power in the life of the school, and 
in the life of the boy. 



SCHOOL PARTIES 107 

IV. CONSERVATION THROUGH SOCIAL 
INTERESTS 

When it is recollected that a dominating factor 
in child life, as well as in young manhood and wo- 
manhood, is the "play instinct" in some form, the 
necessity of taking advantage of this as a means of 
building the boy or girl into the life of the school 
is apparent. Hence we come to the consideration of 
such things as parties and picnics, as factors in con- 
servation. 

It is not the intention merely to amuse pupils 

that underlies the effort made from time to time to 

provide entertainments and par- 
Pdrtics 

ties for them. We do amuse, 

to be sure, but by amusing we lay a much firmer 
hold upon the young life we are seeking to influence 
and train; because such a life naturally moves along 
in the channels that provide opportunities to express 
those interests that are natural to the period of life 
represented by boys and girls in the Church School. 
The School that has a party now and then will seem 
a natural place for a boy to be in ; if it is all religion, 
it will repel in many instances where it seeks to at- 
tract. 

(a) School Parties. Certain seasons of the year 
lend themselves specially to party-giving. There is 
one time particularly when the party impulse is 
strong. It is in the autumn, at Hallowe'en time. 
Parties are in the minds of all the boys and girls. 
They are being planned widely. It is the one in- 



108 CONSER\ATION 

terest that is dominant; and, in view of the fact that 
Hallowe'en presents so many features that can be 
made to pay tribute to the larger end served, it is a 
good time to have a school party for teachers, offi- 
cers, pupils, and friends. Christmas is another time. 
One or two parties a year will be sufficient. Good 
results are derived, and a contribution of interest to 
the school is made by two, as well as by more. 

(b) Class Parties. Teachers in many instances 
will desire to supplement the school parties by 
smaller ones of their own. They will invite pupils 
to their own homes, where they will provide an even- 
ing of pleasant entertainment and refreshments; or, 
at certain seasons, they will plan excursions for the 
day or the afternoon. Thus class spirit is deepened, 
the entire school is benefited incidentally, and the 
whole plan and purpose of its work are stimulated 
by this lighter social touch, which gratifies the play 
instinct of the pupils. 

As in the autumn the school plans for the in- 
doors party, so in the spring it may plan for an out- 
doors party familiarly known as 
the Sunday School picnic. While 
it is true that the conditions which gave rise to this 
sort of diversion are not present as they were origin- 
ally, nevertheless, there seems to be a constant de- 
mand for a continuance of the time-honored custom 
of taking one day in the spring for a Sunday School 
outing. It is difficult for those of us who have gotten 
beyond the picnic age to understand the power of 



THE SCHOOL PICNIC 109 

appeal that this event has for younger minds. Hence, 
it is not always wise to be guided by the judgment 
of a person forty years old, when interests that be- 
long to persons sixteen years of age are being con- 
sidered. The picnic has established its place in the 
school life; and possibly it would be wise if, instead 
of giving less consideration to it, we gave more. 

(a) Preparation. Most important in the process 
of preparation is the selection of a place, preferably 
a grove where there is water in pond, lake, or stream, 
with boating. Benches, swings, and tables to meet 
various requirements, and an athletic field where 
games can be played and sports run off, are almost 
essential. Such places are not easy to find, because 
they do not exist in any very great number. But 
wherever they are possible, they are in such demand 
that it is oftentimes necessary to make application a 
year beforehand, in order to secure a date. So the 
first injunction is: "Begin to plan early." A year 
before, if need be, get the refusal of the grounds, and 
then, several weeks before the date set for the picnic, 
appoint committees: a committee on printing, to see 
that the tickets are provided, and a program gotten 
out; a committee on transportation, to provide for 
the trolley cars, omnibuses, or boat, or whatever is 
to be the means of transportation; a committee on 
program, to look out for the sports of the day, — for 
a picnic is likely to be dull unless something is going 
on which many can watch, and in which many can 
participate; a committee on finances, to sell the 



110 CONSERVATION 

tickets and pay the bills; and other committees as 
conditions require. 

(6) Program. But the committee on program 
is one of the most important, since much of the joy 
of the day depends upon the kind of program that 
is to be followed. It might well begin with an orange 
hunt, which means that oranges have been previously 
hidden in the grove, or about the picnic grounds, to 
the number of several dozens, and the pupils have 
been given to understand that, as soon as they arrive 
on the grounds, the hunt is to begin. A prize each 
is promised to the boy and the girl finding the largest 
number. The oranges may be devoted afterwards to 
luncheon purposes. This starts the picnic off with 
zest, gets up the appetite for something more, so 
that, when the games are announced, the pupils are 
ready for the fray. Usually, there are sports for 
boys and sports for girls, short distance runs for 
both of them, races with various kinds of handicaps; 
for boys, the wheelbarrow race, the human race and 
the three-legged race; and a prize to both boys and 
girls, first and second, for each event. The program 
ends successfully if there is a good ball game to finish 
off, between the married and unmarried men, or be- 
tween two clubs or two classes in the school. 

(c) Relation to the School. And while it may 
seem that all this has very little to do with religion, 
the facts in the case are quite the contrary. For 
while there are some boys and girls, perhaps a good 
many, who may join the Church School largely for 



PICNICS AND PLAYGROUNDS 111 

the sake of getting a chance to go to the picnic, as 
they remain under the influence of the School their 
purposes are enlarged, and their lives benefited. 
There are many others who, even though they are 
interested in the School, need to have some sort of 
incentive to good work. The promise of the picnic 
at the end, with a ticket to all those who have passed 
the year's work, acts as such an incentive. We are 
looking at facts as they are; and this is one of the 
facts that comes to light, not on the highest possible 
plane of ethical values, to be sure, but, nevertheless, 
a fact that counts. Then there is no doubt that the 
corporate life of the school is greatly served by this 
wholesale getting together once a year. Moreover, 
at the picnic the school touches the life of the parish 
in a very unusual way, because the parents come with 
their children. In some parishes this is the one time 
in the year when fathers and mothers, brothers and 
sisters, children and teachers, and officers and Hector 
have a chance of seeing each other as members of the 
Parish Family. This fact makes for unity, which 
means coherence. The whole school is likely to de- 
rive distinct benefit from it. On the whole the pic- 
nic pays. 

We come to the discovery now of a feature that is 
rather new in the sphere of activity, in behalf of the 

young of the parish. Cities 
The Play Ground i & 1 , ., , 

nave playgrounds, but, as mun- 
icipal institutions, they are not very old. However, 
they are rapidly increasing in number and in popu- 



112 CONSERVATION 

larity, because their value as a factor in social good 
is increasingly realized. What is good for the city 
may also be good for the parish, and the parish 
school. Indeed, there is no doubt about the value of 
such an institution in the parish. It is good, and 
serves distinctly useful purposes. 

Manifestly, it is not possible to have a playground 
in operation throughout the entire warmer portion 
of the year. School playgrounds are, in a measure, 
adequate for the purpose while schools are in session. 
But there comes a time when the school closes. That 
is the time when we want our Church School play- 
ground. The Parish Yard, if large enough, is a good 
place for it, or a vacant lot nearby, if that affords the 
only opportunity. At all events the place ought not 
to cost anything. It ought to be possible to interest 
someone enough to give the use of the land if the 
Church itself does not possess sufficient property to 
provide space for this purpose. 

(a) Supervision. From the outset it must be 
very clearly held in mind, that a playground is not 
established when permission comes to use an open lot 
for boys or girls to play on. That is not a play- 
ground. A playground is a place where play is or- 
ganized and supervised, with the serious purpose in 
mind of bestowing physical and social benefits upon 
those who play. Hence, the first requirement is 
supervision. There are many persons nowadays who 
can be employed as supervisors of playgrounds; phy- 
sical training schools, here and there, are producing 



PLAYGROUND APPARATUS 113 

both men and women who are coming into the field 
of social effort for the purpose of giving their time 
and thought to playground work. If possible, secure 
the services of some such person. There may be 
someone in the parish who is familiar with play- 
ground work, and will either give time himself or 
instruct someone else in supervising it. At all events 
have a supervisor, and one who really knows what 
ought to be done and how to do it.* 

(b) Apparatus. The first thought is apparatus. 
We have visions of extensive playgrounds in cities, 
elaborately equipped with bars and swings and lad- 
ders and ropes, slides and strides and see-saws, all 
of which things are most attractively pictured and 
listed in a catalogue called "All-Steel Playground 
Apparatus," published by A. G. Spalding and 
Brothers, Chicopee, Mass. But it is not necessary, 
nor is it in many cases possible, to have very much 
of this apparatus on a Church School playground. 
Swings can be built, and see-saws bought, and cer- 
tain games can be played that require very little out- 
lay. The most appealing pieces of apparatus, such 
as the Giant Stride and the Portable Slide, familiarly 
known to children as "Shooting the Chutes," should 
be added as soon as convenient. By and by still 
other pieces will find a place as the playground grows 
in popularity and patronage, and as the money in the 



* For information on this whole subject, write to the 
"Playground and Recreation Association of America," No. 1 
Madison Avenue, New York City. 



114 CONSERVATION 

treasury increases. The advantage of having steel 
apparatus is that it stands the weather, and the more 
stable pieces can be left out through the whole year. 

(c) Play Time. The idea that apparatus can be 
installed and left to the indiscriminate use of boys 
and girls any time they wish, and in whatever man- 
ner they wish, is false. There should be a play time, 
as well as a more or less set program, and this play 
time may include morning and afternoon hours. In 
the morning it may well coincide with the recess of 
the summer school, and the supervisor of the play- 
ground may be a teacher in this school. The after- 
noon hours may extend from two until five, or any 
other arrangement can be made that suits local re- 
quirements. 

(d) Membership. Who is to use it? Anybody 
who wants to ? That, perhaps, would be the ideal way, 
but it is presumed that our accommodations are lim- 
ited, and this is a parish playground. The privileges, 
therefore, are extended primarily to the boys and 
girls of the Church School. Incidentally, they draw 
the inference that it is one of the privileges asso- 
ciated with the Church School; and as a result of 
this inference is the further conclusion, no doubt 
more or less vaguely formed, that the school that does 
such things is a very good school to belong to. Loy- 
alty arises, and the spirit of devotion is intensified 
under the action of such mental processes. 

(e) System. Eeference has been made to or- 
ganized play, which is exactly the sort of play that a 



PLAYGROUND SYSTEM AND RESULTS 115 

playground and its apparatus ought to further. Mad 
dashing from one piece of apparatus to another, or 
from this game to that, is discouraged. There is 
nothing educational in it. There is not even good 
exercise, because good exercise takes into considera- 
tion the muscles that need it most. The program, 
therefore, must be shaped so that the pupils may de- 
rive the greatest physical good from what they do, 
while, at the same time, they are having a great deal 
of fun. The play will be so organized and directed 
that they will seem to be under no constraint. Eather, 
it will seem as if everything had been very carefully 
and specially planned out for the greatest amount of 
fun possible, at a given time. Group games will be 
furthered, and folk dancing will be taught. By such 
means the social habit of cooperation will be fostered, 
and grace in physical bearing acquired. 

(/) Exhibition. A well planned program serves 
a very useful purpose with reference to the closing 
of the work for the season; for at this time there is 
an exhibition, where one may see the benefit of or- 
derly arrangement, and note the progress made along 
various lines. Children come in awkward, they go 
out graceful. They come in weak, they go out 
strong. They come in ignorant of the best ways to 
play, they go out informed. They are better able to 
amuse themselves and care for themselves. And 
they have a much more wholesome feeling for the 
Church and the School that take pains to provide 
all these things, as they would say, just for their 



116 CONSERVATION 

fun; though, in reality, the playground may quite 
truthfully be said to serve a distinctly religious and 
educational end. 

V. CONSERVATION THROUGH THE BOYS' CLUB 

The function of the boys' club is so important, 
the need of it so very great, and the results it is 
able to accomplish are so far-reaching, that it is 
worth while to give to this subject special considera- 
tion. It might properly have been discussed under 
the heading of conservation through social interests, 
the subject just treated. But to have spoken of 
it there would have necessitated a brevity unworthy 
of its importance. 

The boy is growing up. Each year finds him 
nearer to the front, and more eager to be on the fir- 
ing line, in the great struggle 

.. Bl . . for advancement. The Church 
the Play Impulse 

must go with the boy, and she 
must so adapt herself to the demands of his strange, 
restless, and growing nature, that he will be satisfied 
with the companionship she offers, and permit the 
establishment of those relationships that ultimately 
will make for his welfare and vital union with the 
Church through the Church School. 

In dealing with the average boy, give up the task, 
however, as hopeless, if it is not possible to provide 
for him a play outlet, so managed that it becomes an 
institutional hand by which the boy is still more 
firmly gripped, and saved to the Church. There is 



THE PLAY IMPULSE AND GANG SPIRIT 117 

a play impulse that permits every parish to lay hold 
of a boy at a point where response is sure to be whole- 
hearted; but this play impulse must be directed, or- 
ganized, and made to serve purposes that finally ex- 
press themselves in normal and symmetrical, moral 
and social advance. Unguided, the play impulse may 
become a set desire leading to the formation of per- 
nicious tendencies, and to the furtherance of immoral 
practices, because it is an impulse so dynamic that 
a boy may go entirely wrong just for the sake of the 
fun he is getting out of it. Hence, it is necessary to 
teach the boy how to plaj^, in order that you may 
teach him how to live. 

Furthermore, this play instinct brings boys to- 
gether in groups, or gangs, which means that, for the 

time being, a boy surrenders his 
Robbing the Gang .*..,,., ... 

Instinct of its Danger own individuality and character 

to the character or individuality 
of the gang. This usually happens at a great sacri- 
fice to the boy, and with resulting strength to the 
gang. It is strength, however, that is a menace to 
the welfare of life and property if the gang is un- 
ruled by a wise control. A Club uses the play im- 
pulse and the gang instinct, turning both to a con- 
structive purpose that makes for the boy's good. The 
question then for us to decide is, what sort of club 
are we going to have ? 

It is safe to say that no organization for boys has 



118 CONSERVATION 

swept the country with such a wave of popularity as 

the Boy Scouts. The name and 
The Boy Scouts « 

aim of the organization unite m 

an appeal that is simply irresistible to the ordinary 
boy. The value of the organization is unquestioned; 
its workability has been demonstrated, over and over 
again. Still, it is not automatic. It requires super- 
vision, and the more capable the men who are at the 
head of it in any given city or in any given church, 
the greater the results. The history, the work, and 
the purpose of the Boy Scouts are all very clearly 
and completely set forth in the Boy Scouts Manual.* 
If it is intended to institute a boys' organization in 
a parish, it is well worth while looking into this, and 
even though the Boy Scouts in its entirety cannot be 
introduced, certain features can with profit be incor- 
porated into any boys' organization, old or new, with 
very great profit, and with the further result of inoc- 
ulating boys with a new interest in outdoor life. 

Another organization designed to meet the needs 
of Sunday School boys is the Galahad Club, estab- 
lished in St. Stephen's Church, 
The Galahad Club _, , . f 

Boston, some sixteen years ago, 

developed in Trinity Church, Newport, and now 
active in many parishes throughout the country, es- 
pecially in the Diocese of Long Island, where it is 
by vote of the Diocesan Convention the official boys' 
organization of the Diocese. 



* Published by the Boy Scouts of America, 200 Fifth 
Avenue, New York City. 



THE GALAHAD CLUB 119 

(a) History. The Club started from a name, — 
that borne by the spotless one among King Arthur's 
knights. At first it was just an ordinary club, called 
the Galahad Club. Then, as a result of an acquaint- 
ance with the Knights of King Arthur, with its rich 
elaboration of organization and ritual, certain fea- 
tures of that widespread organization were incorpor- 
ated into the Galahad Club. Initiation services were 
provided, and some of the terminology of the older 
organization was adopted, so that certain outer re- 
semblances between the Galahad Club and the 
Knights of King Arthur appeared. The club has ap- 
pealed to boys and young men, and it has appealed 
also to workers with boys and young men, so that at 
the present time it has a regular place among those 
agencies used to further work among boys. 

(b) Character. A fundamental principle under- 
lying the organization is that of appeals, graded to 
meet the changing age of members. Hence, there are 
really three organizations in one; the first is called 
that of the Pages, the second that of the Esquires, 
and the third that of the Knights. To the first be- 
long the younger boys, to the next belong boys from 
fourteen to seventeen, and to the third belong boys 
from seventeen to twenty-one. This division provides 
for advance, and keeps active the spirit of anticipa- 
tion. Boys go in groups, and there is such a thing 
as a group age. This group age is seized upon and 
used as a guide to keep the groups distinct. Such an 
arrangement insures contentment on the part of the 



120 CONSERVATION 

club as a whole. The younger boys are ever looking 
forward to the status of the older ones, and they, in 
turn, are ever reminded of their position, superior 
as it is, to that of the younger boys. Yet there is a 
spirit of willingness on the part of the upper group 
to help groups under it. 

The organization is based upon the ancient order 
of chivalry, with vows taken by each one of the three 
orders, and with a secret initiation which lays solemn 
obligation upon the candidates. The ritual, the 
regalia, and the vows, and all that goes along with 
the meetings, constitute an impressive procedure that 
the boys like. 

(c) Purpose. But it is not for the purpose of 
elaborating an organization, which the boys like, that 
this club is in existence. It has a very serious pur- 
pose back of it, and that is, to take hold of the im- 
pulse and interest of the boys, to hold them and to 
relate them to the higher and completing influences 
that are at work in the Church School and in the 
Church. It is one means of holding the boy, and 
that is the first requirement which makes for his real 
good. This club holds him and develops in him a 
loyalty to moral ideals, while at the same time devel- 
oping a devotion to his Church School, and to his 
Church, and, in a way, preparing him for the serious 
responsibility that comes with maturing age. 

(d) Winter s Work. Again it needs to be said 
that the club is not automatic. It needs very careful 
guidance, and oftentimes delicate handling, and the 



THE ORDEft OF SIR GALAHAD 121 

exercise of great pains and patience to keep it active 
and productive of the best results. At the first meet- 
ing in the autumn, when the entire club assembles 
in its three Orders, the program for the year is sub- 
mitted. This carefully provides for two meetings 
regularly a week, with a special feature for each even- 
ing, followed by routine play or games that are al- 
ways on hand. Once a month the Knights meet at 
the Eectory to spend the evening. Several times dur- 
ing the season there is a meeting of the entire club 
with some special feature of entertainment, and at 
the close there is a banquet when all the boys as- 
semble, Pages, Esquires, and Knights, one hundred 
strong, with invited guests to enjoy the occasion — 
especially the speeches that are made hv the boys 
themselves, one from each Order, and by invited 
speakers. 

Following the first meeting, when the program 
for the winter is announced, is the series of initia- 
tions, by which boys of ten and under fourteen are 
made Pages, others made Esquires, and others made 
Knights. It would take too much time to go into 
the details of all this, how the initiations are carried 
on, how the castle hall is arranged, how the presiding 
officer — who is the King — is attired, how the degree 
team is formed, or what its duties are. Knowledge 
of all this can be gained from the manual published, 
that gives full directions on all these points.* 



* Manual of the Order of Sir Galahad, by the Author. 



122 CONSERVATION 

(e) Summer Work. The Club continues its 
meetings for six months in the year, from November 
until May. When days are long and the weather is 
mild, it is not easy to keep boys interested in an 
indoor club. Hence, the work is given up until the 
summer, when the scene of the club's activity is 
shifted from city to country, and this means to camp, 
which is a most essential feature of a successful club. 
During the winter the boys devote part of their time 
to raising funds for this camp. Then, when the time 
comes, everything is in readiness for the enjoyment 
of a two weeks' vacation, in some delightful country 
spot near a body of water where the bathing is safe, 
and the boating good. There should be cleared land, 
enough to offer ample room for baseball and field 
sports. And there should be enough going on from 
early morning until late at night to keep the boys 
busy and contented with their life. All these pleas- 
ures are not thrown at the boy as so many pearls for 
him to trample under his feet, or not, as he wishes. 
He must earn them. Good standing in the Club 
means good standing in the Church School, — lessons 
regularly learned, examinations taken and passed. 
He qualifies for continued membership in the club 
by faithfulness and efficiency as a good pupil in the 
school ; when it comes time for the camp, he is chosen 
on merit. In a certain sense he is a guest, in another 
sense he has earned the right to be there. 

(/) Camp Family. The camp family consists 
usually of a director of the camp and his assistants, 



CAMP EOUTINE 123 

called counsellors; one of them serves as commis- 
sary, one in charge of athletics, one in charge of the 
boats and water sports, and one in charge of the 
camp equipment. There is a cook who prepares the 
meals, while the boys themselves lay the tables, and 
serve them. They also wash the dishes and put them 
away. For the purpose of systematic work, these 
boys are grouped into squads, known as the dish 
squad, the table squad, the errand squad, and the 
kitchen squad. To these respective groups belong 
the duties suggested by their names. Squad duty 
changes daily. Boys of the kitchen squad to-day be- 
come members of the dish squad to-morrow, the er- 
rand squad the next day, and the table squad the day 
following. Every boy has his stint of work to per- 
form regularly. The reveille sounds at 6 :25 ; boys 
are on the beach for setting-up exercises at 6 :30. At 
twenty minutes of seven, they are in for their plunge. 
At 7 :30 the mess call sounds, and they are ready for 
breakfast. After breakfast, prayers. Then squad 
duty, then games and sports of the morning, with 
swimming at eleven o'clock. Squad duty again pre- 
paratory for dinner, which comes at one. After din- 
ner, baseball and other sports until four; swimming 
again; supper at six. After supper, various forms 
of amusements, indoor games, letter writing, stories 
told and read, songs. At nine o'clock, prayers, taps, 
lights out. On Sunday, celebration of the Holy Com- 
munion at 7 :30 a. m., at the place of assembly. Even- 
ing prayer at three, with an address. The rest of the 



124 CONSERVATION 

day given to walks, and other mild forms of diver- 
sion. So the life of the camp progresses from day 
to day until two weeks have passed, when the camp 
family breaks up, and a new one is formed by the 
coming of a new group of boys to take their turn. 

(g) Point Contest. Even though outdoor life, 
with swimming and boating and fishing, appeals 
strongly to boys and consumes much of their energy, 
still there is a good deal of time left when there is 
nothing to do unless a special attempt is made to fill 
it with occupations that interest. Such an occupa- 
tion is the Point Contest, the object being to win a 
certain number of points, the highest number en- 
titling the winner to two pennants; a certain num- 
ber of points lower entitling the winner to one pen- 
nant; and a still lower number, to another pennant 
of less value. This is an idea adapted from the 
Scouts, and shapes itself about as follows: 

Qualifications for Points: 

(37 possible) 
30— Both Pennants. 
25 — Camp Pennant. 
20— "G" Pennant. 

Qualify before any one of the senior counsellors, 
who will sign up on the chart. 

1. Bring specimens and identify fifteen wild 

flowers. 

2. Bring specimens and identify twelve trees. 



POINT CONTEST 125 

3. Identify ten birds of this locality (seen or 

heard). 

4. Bring in five different kinds of ferns. 

5. Xame these ferns. 

6. Bring specimens of any four of the following: 

Indian arrow-head ; quartz ; pudding-stone ; 
mica: garnet; granite. 
?'. Describe five wild animals seen in this locality. 

8. Bring in specimens of ten insects (not fly nor 

mosquito). 

9. Write, in not less than twenty-five words for 

each, the dangers from mosquitoes and flies. 

10. Make an outline map of the camp shore 

(original). 

11. Write a description of the best and cheapest 

outfit to carry on a tramping and camping ex- 
pedition. 

12. Make a satisfactory drawing (outline will do) 

from any angle, of headquarters. 

13. Write a letter home (to be mailed), describing 

the day's routine in canrp (letter to be ap- 
proved). 

14. Describe in writing a method of finding a way 

out of the woods when lost. 

15. Repeat without mistake "My duty towards 

God/' and "My duty towards my neighbor/' 
from the Catechism — found on page 269 of 
Prayer Book. (2 points.) 

16. Demonstrate with another fellow resuscitation 

from drowning. (1 to 3 points.) 



126 CONSERVATION 

17. Demonstrate application of a tourniquet. 

18. Demonstrate bringing injured person with 

sprained ankle from woods, when two are pres- 
ent, and when three are present. 

19. Give (in writing) antidotes for five poisons. 

20. Shin a designated tree, until feet are at least 

eight feet from ground. 

21. Chin one's self eight times. 

22. Eun one-half mile in three minutes or less. 

23. Eun one hundred yards in fifteen seconds or less. 

24. Eow from pier around sail boat and back in 

three and one-half minutes. 

25. Swim twenty-five yards (no time). 

26. Tie and name ten different knots. (Splice and 

loop to count as knots.) 

27. Draw ground plan for boys' camp to accom- 

modate twenty-five boys. (1 to 3 points.) 

28. Point out and name seven constellations. 

29. Box the compass without mistake. (2 points.) 

30. Enter at least one-half of field day sports. 

31. Complete the camping period without being 

disciplined. 
(h) Field Day. Besides these daily occupations, 
there are several occasions which bring to expression 
prowess and skill that give athletic rank to those 
who participate in the sports. Field day is such a 
time, when there are water sports and land sports, 
races of all kinds, jumping, shot-put, pole-vaulting, 
and so on. The winner in each event is rewarded by 
receiving a U G," very much as the athletes in Har- 



RELATION OF CAMP TO SCHOOL AND CHURCH 127 

vard are rewarded when they meet certain require- 
ments by receiving an "H." Furthermore, the boy 
who wins the largest number of points in the entire 
meet has his name engraved on a silver loving cup 
which is the property of the club, and is kept in the 
club room. It is an honor to win a "G"; it is the 
greatest honor to have one's name on the Club cup. 

The camp is an objective. From one year's end 
to the other, camp is looked forward to by an eager 
group of boys who are endeavoring constantly to 
measure up to their best, in order that the privileges 
of the camp may be theirs. When they arrive, they 
usually get much more than they expect to find. 
and, in addition to this, there is an unconscious con- 
tribution to their moral and physical make-up, the 
value of which they never know. But the counsellors 
know it, and are working always to make that the 
most valuable part of the camp experience. Thus, 
by virtue of this camp life, the boys are really so 
re-acted upon that they are brought more and more 
into the life of the School and the Church, which 
stands back of the Club and the Camp. In other 
words, the School is laying upon the boy a hand of 
conservation which is saving, for religious and moral 
purposes, energy in the boy's life that might go to 
waste in questionable and degenerating behavior. 

The club, with the camp as its main feature, is 
an essential part of any school, since it conserves for 
the school those qualities with which the school wants 
to work. It keeps the boy pliable under the school's 



128 CONSERVATION 

influence, teachable under its leading, and ready so 
to shape his course that, as the years go on, not only 
is he brought into the Church, but his vision of manly 
usefulness becomes so enlarged that ambitions for 
college, and in some cases for the ministry, are 
formed. Back of it all, are developed the stamina 
and the stuff which give the boy character sufficient 
to enable him to find a way toward the realization of 
his ambition. 

So in all these ways of conservation — through 
educational interests, religious interests, and social 

interests — we are working for 
Conclusion ,, ,, « ,. 

the conservation 01 power, apti- 
tude, interest, impulse, which, when directed and 
made to re-act upon the boy under the leadership of 
those influences coming from the Church School, tend 
powerfully to fix his interest in the school, in the life 
of the Church, and in the religion of Christ; and, as 
a result of all this, to form a character that is worth 
while, ready to take the tasks of life seriously. 



CHAPTER VIII 
Product 

In the multiplicity of things which develop in 
the elaboration of any Church School organization 
and plan, there is some danger that the product of 
the machinery will become obscured by the noise and 
motion of the wheels. 

I. THE OBJECTIVE 

It is well, therefore, to have always in mind, and 
convincingly in mind, the object of Church School 
work. 

Interesting and helpful as method may be, it is, 

nevertheless, imperative that the main emphasis 

should not be laid here. Em- 
Not a Method , . , . . _ . 

phasis, to be sure, should be 

laid, but it is emphasis in relation to other emphases. 
The emphasis of method has point only in relation 
to other features of the Church School, and must 
always be regarded as a contributory feature, rather 
than an end. It is a balance — this relationship be- 
tween method and the object of the work — and when 
the place of method is thoroughly well understood, 
and its value estimated and rated, it will occupy a 



130 PRODUCT 

place of secondary importance in relation to the 
great end the school has before it. 

And, as method is not an end in itself, neither is 
administration, no matter how effective it may be- 
come. Yon may even have on 

A . . ' .. vour executive staff employed 

Administration •* . 

officers, giving regular time and 
devoting much thought and effort; still, it remains 
true that administration is always administration, 
and while, like method, it makes a contribution to 
the object, it must not be confused with the object. 
Perhaps that activity which is most likely to ob- 
scure the real purpose of the school is equipment, 

especially at this time when so 
Not an Equipment . , , , , 

many wide-awake schools are 

asking for better accommodations, even in some cases, 
new buildings, and are demanding tools and material, 
as never before. At no stage along the whole line of 
Sunday School advance is there greater concentration 
of effort than here. It is not difficult to understand 
this, because there is always a temptation to confuse 
the getting of things with the object which the 
things are really intended to achieve. It is like a 
novice who starts in to build a house; if he is un- 
skilled and inexperienced, his beginning is marked 
by the accumulation of many tools which, instead of 
furthering his work, really encumber it, with this 
result, that the house he intends to build progresses 
slowly and badly towards completion. In the hands 
of one who knows how, the tools greatly aid; but, if 



THE PRODUCT EN CHARACTER 131 

unwisely used, they always carry with them the dan- 
ger of hindering quite as much as helping. 

Likewise in the school, while it is necessary to 
have material with which to work, and tools with 
which to do the work, and a place in which it is to 
be done and all that, the mere use of place and ma- 
terial and tools is not the end. The important thing 
is what they can be made to contribute toward the 
structure of character that is in the process of build- 
ing. Hence we turn away from equipment, as we 
turned away from method and administration, for 
the real object of the school. 

When we come to product, we really arrive at the 
one purpose that is back of all the school's activity, 
and ahead of all the school's 
activity, and through all the 
school's activity. We employ method, admin- 
istration, and equipment to produce educational re- 
sults, and educational results of a particular char- 
acter, — those that have to do especially with religion 
and the effect of religion upon the Church, society, 
and the individual. The particular point is to focus 
upon the individual life in the school all those reli- 
gious forces that are associated with religious knowl- 
edge, in such wise as to influence and further the 
development of Christian character. Here is the 
product. The boy or the girl wrought upon, trained, 
disciplined, enlightened and brought by confirmation 
finally to a place of membership in the Christian 
Church, has the vantage ground from which life in 



132 PRODUCT 

all its various phases is to proceed. Deliberately we 
turn aside from the old-time object of moralizing in 
the pupiPs ears for half an hour on Sunday, telling 
a story, pointing out the moral and believing that 
thereby the obligation resting upon the Church to 
teach is accomplished. Again, the objective is the 
reaching of the whole life, and fixing it finally in that 
religious scheme of things in which it can become 
most effective, as a unit working for the whole body. 

II. PRODUCT REPRESENTED BY ADVANCE 

Allusion has been made to a building, and one re- 
calls that a building grows. It develops, rising story 
upon story, and day by day it exhibits more fully 
those touches that prophesy completion. So in the 
school our product is represented by advance. 

It would be the height of folly to suppose that a 

school with a serious building purpose can go on, 

year after year, without regis- 
Promotions \ . \ • ,. xi 

termg m some objective way the 

principle of advance for which it stands, or ought to 
stand. Promotions, therefore, are necessary; struc- 
turally, pedagogically, sentimentally, they are neces- 
sary. The child's mind unfolds under instruction a 
great deal in the course of a year. And this fact 
must be acknowledged in the position which the pupil 
has in the school, changing with the changing years, 
and always in the direction of ascent. Consequently, 
the scheme of the school must make provision for 
this advance. The curriculum must be so ordered, 



PROMOTION AND GRADUATION 133 

and the recitation so conducted, that, on the one 
hand, the advance will be pedagogically justified, 
and, on the other, the reason for it established by the 
marks given to the pupil for weekly and term work. 

The question arises, should teachers go with the 
pupils? Briefly answered, no. Teachers should be 
specialists in one subject, and with them the prin- 
ciple of promotion does not, therefore, hold. They 
receive the pupils, they pass them on; they do not 
come, nor do they go with them. This arrangement 
may in some instances work hardship, and seem to 
deprive teachers of a great pleasure and pupils of a 
great benefit ; but in the long run and on the whole, 
it is best for pupils to progress, and for teachers to 
stay. 

The principle of promotion is not only recognized 

each year, but it may be recognized at the end of a 

period of years, as it is in our 
Graduation from n 1 1 . 

Departments da ^ schools - An °PP ortune time 

for such recognition is when the 

pupil passes from the Junior or Grammar Department 

of the school, to the Senior or High Department. Here 

the step forward is not merely a promotion. It is a 

graduation. It is leaving behind the lower as one 

enters into the higher department of the entire school 

system, and because it is more than a mere promotion, 

more should be made of it. Its importance should 

be indicated by a more or less impressive occasion, 



134 PRODUCT 

characterized by the granting of diplomas, on a spe- 
cial day set apart, with suitable exercises. 

And, if graduation from one department to an- 
other is important, it stands to reason that the final 

step, called "graduation," which 
Commencement , , ., - ., 

takes a pupil from the school al- 
together, should not only be regarded as important, 
but made so. Time and thought must be given to the 
preparation for the closing exercises, which might 
well come as a part of the regular Morning Prayer. 
Place them in the morning rather than in the even- 
ing, because an added dignity results from such an 
arrangement. The entire Morning Service may be a 
service with the graduating class in view. The ser- 
mon is a baccalaureate sermon, preached to parents 
and pupils, with an appeal to the latter at the con- 
clusion of the sermon, setting forth the significance 
of the occasion, and urging them to give out what is 
best as life carries them on. The diplomas given 
should be characterized by distinct artistic merit, en- 
graved if possible, with a special Church School seal, 
having Christus Dux et Lux, as the motto — a diplo- 
ma that can be framed and take its place with dignity 
at the side of other diplomas granted by the day 
school, or the business college. 

So it happens that the diploma comes to stand 
for a product. It means that the pupil has been un- 
der instruction in such subjects as New Testament 
and Old Testament stories, the story of the Old 
Testament as a whole, the Life of Christ, Introduc- 



KNOWLEDGE AND HONORS 135 

tion to the Bible, Missions, Life of Christ in greater 
detail, Life of St. Paul, the Early History of Israel, 
the Work of the Prophets, a bird's-eye view of the 
Bible, the Origin of its Books and Contents, History 
of the Prayer Book, its source and significance, His- 
tory of Christianity, the Episcopal Church. The 
diploma means that the pupil has been given knowl- 
edge in many or all of these subjects, and that his 
mind by this instruction has been given a certain im- 
pulse, and his character a certain depth. The 
diploma means also that, because he possesses it, 
there rests upon him, as a result of that possession, 
an obligation toward further Christian character and 
conduct. The life of the school in all its depart- 
ments, all its phases, eventuates in the pupil's life, 
as it is represented by graduation and symbolized by 
the diploma which is held in witness of the work 
done, and the results achieved. 

III. PRODUCT REPRESENTED IN HONOR 
AWARDS 

Life, like the sacraments, has its outward and 
visible sign and its inward and spiritual grace; and 
the pupil who forges ahead, and does good work, is 
justly entitled to outward and visible signs of the 
inner spiritual power animating and impelling the 
forces within, that make for character. 

Hence it comes about that provision is made for 
honor awards, external tokens that derive their value 



136 PRODUCT 

from the fact that they are evi- 
Attendance n „ , , , . , 

dences 01 the inner power which 

the pupil has manifested in some direction, either in 
attendance or in scholarship. At the beginning of 
the year it is announced that all pupils, who have a 
record of perfect attendance, will be given a certifi- 
cate of honor to that effect at the end. And this 
certificate will be carefully conceived and executed, 
with the name of the pupil receiving it engrossed by 
a skilled penman. It will be a certificate that is the 
special property of the school, and issued in the name 
of the school. It will not be a stock form. And it 
will be presented to the pupil at the close of the year 
as a part of the Commencement exercises, while em- 
phasis will be laid upon the fact that the pupil has 
earned, by actual effort, the honor that is awarded. 
Faithful attendance may be recognized by an honor 
certificate of a slightly lower value, when the pupil 
has been present every Sunday except one, — absent 
on this occasion presumably because of illness, or 
some other unavoidable cause. These awards do not 
come as prizes or as gifts, they are simply recogni- 
tion of merit. He does not get something for what 
he has done. What he has done is recognized and 
commended, and therein lies the value of the award 
to the pupil. 

In the Junior and High Departments, where 
marks are of more significance than they are in the 

primary, it is most desirable to 

Scholarship , ,, . „ 

announce at the beginning 01 



MORAL ADVANCE 137 

the year that honor certificates for scholarship will 
be awarded at the close. Such an announcement will 
make careful boys and girls more careful, and will 
make the careless more thoughtful. It will stimulate 
the entire school somewhat to better work and more 
careful work, and this better work is of course its 
own reward. It is recognized, however, by the 
school, and testified to by the honor certificate, which 
is granted at the end of the year as another part of 
the Commencement exercises. Not very many honor 
certificates will be granted, since there are few pupils 
who do their work well enough to entitle them to 
this distinction; yet there are always some. The 
fact that there are is stimulating to the life of the 
school, and is one of those features of school life 
which helps very much the individuals, so honored, 
to find themselves, to realize their power, and to 
turn that power toward laudable ends. Honor 
awards, as well as promotions, imply product. 

IV. PRODUCT IN MORAL ADVANCE 

As the life of the pupil moves on in the school, 
and the fund of knowledge increases, there ought to 
be, and usually is, a perceptible advance on the moral 
side of the pupiPs life. Character manifests itself 
in stronger lines, and withal in lines more beautiful. 
The roughness of earlier days is smoothed down, and 
there is improvement in the whole moral structure. 

If there is any particular in which this fact is 



138 PRODUCT 

demonstrated, it is in discipline; for in the earlier 
grades, when pupils are restless 
under authority and guidance, 
when they are self-assertive and flee responsibility, 
the spirit of disorder runs riot, and is likely to be 
one of the dominant notes of the pupil's life in the 
school. It is possible to subdue the pupil, to overawe 
him, to bring him into a state of submission by sheer 
force and power of personality. Manifestly, however, 
a better way is so to influence the pupil that he will 
bring himself into a condition of submission and 
even cooperation with the teacher's purpose and the 
working out thereof. A well-ordered school attended 
to persistently, directed wisely and tirelessly, brings 
its own message of moral order to the life of the 
pupil. As he goes on from year to year that message 
is increasingly heeded, so that, in the higher grades, 
the boy is not managed by someone from without, 
but manages himself, submitting with more or less 
grace to the standards of the school and class. 

This moral advance is seen, not only in improved 
conduct, but also in the development of new habits. 
Among these is markedly the 
habit of regularity. The school 
is always appealing, and in proportion as it is worthy 
of appeal, it will appeal to the pupil. If he thinks 
it is worth while, he will give himself to it. He will 
be regular in attendance. If he thinks it is not worth 
while, he will stay away, and his mother will have 
a difficult task in getting him ready, and getting him 



REGULARITY AND RESPONSIBILITY 139 

started for school on Sunday mornings. He will pro- 
test, and protest vigorously. He will resort to all 
sorts of subterfuges to stay away. He will lie in 
bed too long. He will be late. He will find some 
other boy who asks him to take a walk. And in the 
end, he will be staying away altogether. His irregu- 
larity has brought forth its perfect work. It is worth 
while, therefore, and very much to the point, to pre- 
sent to the boy's attention a school of such merit that 
he will gladly give it his support and loyalty, though 
he may at the same time mildly denounce and openly 
disapprove of Sunday Schools in general, and of his 
own in particular. 

It is possible to lead the character in moral devel- 
opment one step farther, and to inculcate the feeling 
of responsibility for such inter- 

. -. . „ ests as naturally relate them- 

m Giving J 

selves to the pupil's life; and 
the school that can do this is accomplishing a great 
good for the pupil, for there is no moral asset of 
greater value in the world's eyes than that of re- 
sponsibility recognized, and always met. The pupil 
comes to feel a responsibility for the reputation of 
the class, for the welfare of the school, for the work 
as a whole, and for his particular part in it. 

Seriously he makes a pledge at the beginning of 
the year to give so much each Sunday for the school, 
and for school purposes. He is told that a portion 
of the total offering will go for running expenses, 
that some of it will be given to the Church at Christ- 



140 PRODUCT 

mas and Easter, that some will be given to parish 
charities, city charities, diocesan charities, to educa- 
tion in the diocese and in foreign lands, and that 
much of it will go to help along the work of missions. 
In order to make the mission offering effective, how- 
ever, the duplex envelope will be used, with the un- 
derstanding that all money placed in that side 
marked "For others," will go for missions at home 
and abroad. With a definite scheme of offering sug- 
gested to the pupil, the appeal is increased in its 
power, and the responsibility is, therefore, made more 
certain. Furthermore, if the pupil knows that every 
cent contributed is carefully recorded and credited 
Sunday after Sunday, as it comes in, the result will 
be a deepening of the feeling that the promise which 
has been made must, by all means, be kept; along 
with this realization comes a certain exhilaration, al- 
though unrecognized as such by the pupil, due to the 
fact that this large plan of work outlined so care- 
fully is worthy of the assistance, be it ever so small, 
that each pupil is able to give. And so our product, 
expressed in terms of moral advance, shows itself in 
improved discipline, in increased regularity, and in 
a development of the sense of responsibility. 

V. PRODUCT IN SPIRITUAL ADVANCE 

Knowledge is valuable, good morals are desirable, 
but the full purpose of knowledge and morals is un- 
fulfilled until, in some way, both knowledge and 
morality are made to contribute to spiritual advance ; 



BAPTISM 141 

and conversely, spiritual advance is made to contrib- 
ute to morals and knowledge. 

Fortunately, there are definite steps which can 
be taken that register entrance into the spiritual 

realm, and advance therein. If 
Baptism 

it so happens that, in a school, 

there are one-quarter of its members unbaptized, the 
opportunity is presented to fix in the heart of the 
pupil a spiritual impulse derived from a solemn ser- 
vice of baptism, that may have great lasting power. 
The attention of teachers may be called to the mem- 
bers of their classes who are not baptized; they may 
be instructed to appeal to the parents, and to interest 
them in the baptism of their children. The Eector 
of the parish, or the superintendent of the Church 
School, brings this same matter to the attention of 
both parents and pupils. A special service is ar- 
ranged, special preparation may be given, and special 
exhortation may follow the administration of the 
Sacrament, always with the result that a distinct, 
spiritual benefit is conferred upon the pupils who 
are brought to baptism after they enter the Church 
School. Such a service, witnessed by the school as 
a whole, results in an uplift and a deepening of spir- 
itual tone. And the steps that are taken on the part 
of the teachers, to prepare for the service, bring them 
into closer spiritual relations with their pupils, and 
with the homes. The effect upon all concerned — 



142 PRODUCT 

teachers, pupils, and home — is beneficial and stimu- 
lating. 

But the greatest spiritual advance is made in the 
school by means of confirmation — all that it stands 
for, all that precedes it, and all 
that follows it. For weeks be- 
fore the Bishop arrives, boys and girls who have ar- 
rived at years of discretion, fourteen or over, are 
brought together by the Eector to consider seriously 
the subject of fulfilling their baptismal vows, and of 
taking upon themselves all the duties of Christian 
discipleship. The Eector here has an opportunity 
of coming to close terms on a spiritual plane with 
his boys and girls. He is able to enter into their 
lives, and they are able to get from him, as possibly 
nowhere else, the strength and help that come as an 
output from his personality. At this time, all the 
knowledge that has been gained through school in- 
struction naturally serves as a foundation, upon 
which to rear the structure of such knowledge as is 
naturally imparted at confirmation time. This 
knowledge acts as a setting for the new duties that 
are presented and emphasized, and is a point of de- 
parture for the new life which, as it goes on, is to 
gain added knowledge, and to express itself in new 
forms of Christian conduct. At this time the Eector 
has an opportunity to dwell upon the catechism with 
its teaching concerning the Creed, the Lord's Prayer, 
the Ten Commandments, the Two Duties, and the 
Sacraments. The outlines of Christian theology and 



CONFIRMATION AND HOLY COMMUNION 143 

Christian conduct are here presented, and fixed with 
profit in the mind of the pupil. The new privileges 
that come with confirmation are enlarged upon, and 
the meaning of that central service — the Holy Com- 
munion — and the helpfulness of it are presented. In 
short, one is able to enter at this time, and through 
the gate of preparation for confirmation, into the in- 
timacies that make much for successful and happy 
Christian living in the days to come. And one looks 
upon this, and upon all that it means, as in a very 
real sense a part of the product of the Church School 
work. And it is fair to regard confirmation, not 
only as a product, but as a product in spiritual ad- 
vance, due to the work of the school. 

One of the most efficient means of holding the 

ground gained by this advance, and of going on into 

new fields, is the corporate eom- 

- . munion, in which the teacher 

communion ' 

and the members of her class 
who are confirmed, meet together in the early morn- 
ing for the purpose of realizing their spiritual kin- 
ship, their high purpose, their dependence upon a 
common source of strength, and the object to which 
their lives, individually and collectively, are directed. 
One of the subduing and purifying and uplifting 
experiences, of first importance in the young Chris- 
tian's life, is the communion service, and especially 
the corporate communion with his teacher and fellow- 
pupils. 

And, as the consciousness of strength and help is 



144 PRODUCT 

borne in upon him through this communion, natural- 
ly under the direction of a wise 
Christian Service , n , , p 

and Activity teacher and helper, avenues 01 

service are suggested in which 
he may run his course, service that expresses the 
meaning of his duty to God and to his neighbor, as 
he has learned to understand these duties from his 
catechism; service that means loyalty to the Church 
and to the school ; service that means a widening in- 
terest in all sorts of practical endeavor that make 
for well-being in the lives of others. And, along with 
this service, there goes an activity that reaches out 
in interest and sympathy where hands and feet can- 
not go — an activity that reaches by offerings made 
to the Church, outside the parish and the diocese, to 
the Church in foreign lands, teaching and healing 
in school and hospital, and to the Church in those 
untamed regions that need the uplift and the influ- 
ence of Christian spirit, lived in Christian lives, and 
exhibited in the love and care of faithful men and 
women known as missionaries. 

In addition, as this activity increasingly mani- 
fests itself, there goes along with it, as a companion, 

^, , the spirit of loyalty to the 

Church Loyalty f . . J / . 

Church m which one s spiritual 

life has come into vigorous existence. By this loyalty 
is meant, not a devotion which implies the sacrifice 
of sympathetic interest in all other forms of Chris- 
tian living, but rather a deepening of love for the 
Church, her ways, her sacraments, and all that she 



CHURCH LOYALTY 145 

stands for, which so re-acts upon the individual that 
there results a loyalty so true, so deep, so penetra- 
ting, that the life of God is seen and recognized, 
manifesting itself wherever hearts love Him, and 
faith glows with undimmed confidence. It is a loyal- 
ty that becomes comprehensive and loving. 

Yes, and it is a loyalty that is practical, since it 
finds ways to express itself in conduct. There is a 

. '. loyalty that is content to shout 

Church Going a , ml 

tor, and to praise. There is an- 
other loyalty that shrinks from such manifestation, 
in the interest of living itself into the life of that 
institution to which loyalty is given. And so church- 
going, as a practice, comes as the natural expression 
of the life of one who has learned to be loyal, first 
to his school, then to what the school has stood for. 
and whose loyalty leads finally to development in the 
Church herself, as the body of Christ which compre- 
hends all who are seeking to know the way of life. 

VI. PRODUCT IN HIGHER IDEALS 

Frankly one must admit the impossibility of a 
sober-minded boy or girl going on through the 
Church School with its serious purposes, and coming 
in contact with its powers of uplift, without being 
greatly influenced and much improved thereby. Con- 
duct shows improvement, and ideals show the im- 
provement that has really taken place as the product 
of the school's aim and effort. In the first instance. 
we see an improvement in the pupiPs ideals, and, in 



146 PRODUCT 

the second instance, as a result of the whole educa- 
tional movement within the school, considered in all 
its relations, we see an improvement in the concep- 
tion of what the school is. 

It comes about that, in proportion as the school 
fulfils its purpose, the main agents by which the 

school does its work are looked 
Better Training ,, „ n -. 

for Teachers U P on as worth y of a dee P er and 

more real preparation for the 

work they have to do; and this results in a demand 

for teacher training. 

Again, as the importance of the task which the 

teacher has to do is felt, and as the demands arise 

in proportion to the teacher's 
Better Equipment f n P , , 

increasing fitness tor her work, 

there comes inevitably a request for better equip- 
ment, which, when granted, has the effect of con- 
tributing to the improvement of tone, as well as to 
the increase in efficiency within the school. 

Better teachers, and better equipment, other 
things being equal, mean better work. Pupils will 

... , respond, teachers will cooperate, 

Better Work x - 

and the school will be the 

natural and attractive place where the work of char- 
acter building is effectively to be carried out. 

And this all means, in a very particular sense, a 

better school. We have gained our object. We have 

built up a character in the life 

of the pupil, and this character 

in the life of the pupil has re-acted upon the school, 



THE SCHOOL OF TOMORROW 147 

and has built up the life of the school. The two go 
together, the good school producing the good char- 
acter, and the good character tending to act upon 
and produce the good school. 

Herein we see in a vision the school of tomor- 
row — a school that is suitably housed, adequately 
equipped, intelligently taught, 

of Tomorrow Rhl y directed > scientifically man- 
aged, that justifies itself, be- 
cause it arrives at results by producing character. 



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